Fillary, Nicola Jane

Inspection report for early years provision

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Unique reference number EY420451 Inspection date 15/06/2011 Inspector Linda Nicholls

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Type of setting Childminder to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2010. Registration is for the Early Years Register and both the compulsory part and the voluntary part of the Childcare Register. Registration does not include overnight care. Registration is for a maximum of five children under eight years, of whom three may be in the early years age range.

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Description of the childminding

The childminder lives with her husband and three children in Bexley, the London Borough of Bexley. Ground floor rooms are available for child minding and there is a secure garden for outside play. There are schools, a library, shops and play parks within walking distance.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder has an established knowledge of each child's needs so they progress well, given their age, ability and starting points. Overall, children are safe, secure and enjoy learning about their local area and the world around them. The partnerships with parents, the local nursery and other agencies are established and ensure children's learning is extended. However, resources and activities to demonstrate the cultures of children attending are not fully valued and resources reflecting those with special needs are not available. Reflective self-evaluation identifies suitable priorities for improvement and the continuous development of the service the childminder provides.

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further?

To further improve the early years provision the registered person should:

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further?

 provide daily access to resources and activities that reflect the home cultures of children attending so that all children attending the provision build positive relationships and value diversity.

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the early years provision

Safeguarding procedures are comprehensive, understood well and reflect current local Safeguarding Board practice. The childminder is clear about her role and responsibilities. Visitors are monitored, all appropriate checks are completed and children are supervised directly at all times. The childminder follows a consistent implementation of her policies, procedure and practice to ensure children's health, safety and well-being are met. Effective risk assessments together with a good understanding of safety procedures ensure that the premises are safe and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 hygienic. Routine outings and walks in the locality are risk assessed to ensure risks are reduced as children access fresh air, physical exercise and gain from natural outdoor experiences. An exit procedure is displayed and practiced so children know what to do should an emergency arise.

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the early years provision

Children play safely in the home and secure garden and learn to be increasingly responsible for their personal safety. The childminder makes good use of a variety of resources from public venues such as the local library, and at private meetings with other childminders which extends children's social experience. The indoor space is organised well with easily accessible resources. Items are free standing, stored in clear lidded boxes, or on child height shelving in the play room. There are plenty of books, small world and role play items, construction equipment, keyboards, number pads and battery-operated interactive toys available for children to choose from to extend their play. However, items reflecting the cultures of all the children attending and those who have special needs are not available, so they do not learn to recognise and value diversity and build on their knowledge and understanding of the world.

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the early years provision

The childminder works effectively with parents to gain information about children's starting points and achievements at home. Parents praise the childminder for her knowledge of their child's interests and the activities she provides. Children's records build through regular weekly observations and assessments. These are linked to the six areas of learning, and planning reflects the early learning goals. Regular discussions with parents keep them well-informed of their child's experience while in her care. The childminder has established links with other registered provisions including other childminders, nurseries and schools, ensuring an active continuity in her understanding of children's care and learning. She uses information about the school term to support her own planning and to provide children with opportunities to extend their learning. The childminder reflects on her service and has initiated a self-evaluation process. She encourages parents to

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the early years provision

contribute ideas for the further development of her service. The childminder has identified priorities for the continuous improvement of her provision, such as developing outside play and expanding activities and resources to reflect cultural diversity.

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and outcomes for children

Children are happily settled and engaged in their play. They develop caring relationships with the childminder who provides effective emotional and practical support. Children receive praise and encouragement so they develop positive behaviour and good levels of self-control. They are purposeful as they make independent choices to explore a stimulating range of equipment, including a small hammer, pins and shapes or the glue brush and pieces of fabric. Children are active and lively. They express how they feel, smiling proudly when they succeed at new tasks such as finding the dinosaurs in the sand, because they are confident and secure. The childminder provides an excellent role model so children learn to contribute, to respect and care for themselves and others. They learn that every This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 voice matters and to take turns in conversation because the childminder interacts

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and outcomes for children

and supports them as they expand their communication skills. She describes what they are doing, discusses events and asks questions to challenge them and make them think. They learn to describe the pictures in the books they share with the childminder, or when she invites them to explain what they want to do next.

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and outcomes for children

Children learn how to stay safe. The childminder talks about safety issues, such as road safety, as they walk in the locality. They learn about healthy lifestyles including good hygiene procedures, taking responsibility for keeping their hands and faces clean. Fresh drinking water is available should they need it and the childminder works closely with parents to supply healthy and nutritious light meals. Children develop muscle control as they bounce on the trampoline, catch the ball and extend their developing physical skills on large play equipment. Children make significant gains in their learning because the childminder provides a stimulating and welcoming environment based on their interests, such as caring and feeding the guinea pigs and planting seeds of cat grass. They benefit from her thoughtful and effective organisation of activities that act as a foundation to the development of their future skills, although all children do not have opportunities to learn about

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and outcomes for children

and value the cultures of the children who attend, or those with learning disabilities and/or special needs. Children show a very good awareness of themselves and others; they know the names of those they meet at the childminders home. The childminder is confident to allow them to follow their own interests and to take a full and active lead in their own learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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