Rogers-North, Gemma Louise

Inspection report for early years provision

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Unique reference number EY411655 Inspection date 13/06/2011 Inspector Tina Kelly

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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. She lives with her partner in Watford, Hertfordshire. The whole of the childminder's house is used for childminding, except the spare bedroom. Children do not generally access upstairs other than to sleep and use the family bathroom. There is a fully enclosed garden for outside play. There are no pets.

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Description of the childminding

The childminder is registered on the Early Years Register as well as the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding three children in this age group. The childminder supports children who have special educational needs and/or disabilities and those who speak English as an additional language. The childminder holds a level 3 qualification in childcare and education. She has worked in full daycare settings and is a member of the National Childminding Association (NCMA).

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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 provides a warm and interesting home environment for all children where they have their individual needs recognised and met. They are making good progress in their learning and development as the childminder provides an appropriate range of outings, activities and opportunities based on the children's interests. The information gained through observations is beginning to be used to plan for the next steps in the children's learning. Appropriate documents are in place for the smooth running of the setting. Partnership with parents is effective and documents required for the welfare of the children and for the smooth running of the setting are in place. The childminder is beginning to evaluate her practice and is aware of the areas that need to be developed in order for her to maintain continuous improvements in the care she provides.

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further?

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

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further?

 review planning to focus on children's interests and learning needs to assist in planning the next steps to promote their existing talents  develop the process for self-evaluation to monitor practice and to promote outcomes for all children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder is very aware of her responsibilities with regard to safeguarding all children. She clearly understands the signs of abuse and has effective procedures to enable her to refer any concerns to the Local Safeguarding Children Board. She has previously worked in early years and so has maintained a good knowledge of the local authority procedures to protect all children. Effective risk assessments are in place to ensure all areas of the home and garden, the use of the car, and outings are regularly assessed and notes made to identify and minimize the hazards for all children. Well-organised policies and procedures underpin the childminder's care routines. Children learn about a healthy lifestyle through the daily activities. Good personal care routines are promoted when children are being potty trained. Clear explanations and hand washing are well supported by the childminder. A sample menu is available to show parents the healthy options

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the early years provision

provided for their children at meal and snack times. The childminder uses the Safe Food Better Business documents from the the Food Standards Agency to ensure good practice is well established around food handling and hygiene.

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the early years provision

The childminder promotes an inclusive setting; resources, activities and community events are used to promote the young children's understanding of the wider world and different cultures. Children are confident in accessing the good range of toys and resources that are stored at low level around the home. The childminder knows the children well; she is aware of their different backgrounds and adapts and extends their routines and opportunities in line with their individual needs. The childminder has not yet cared for children who have special educational needs and/or learning disabilities. However, when working in day care settings, she attended training and gained experience in supporting children with additional needs. The childminder is committed to working in partnership with parents. Good use is made of the 'all about me' forms, which are reviewed on a regular basis. These ensure she is fully aware of the children's developing needs and that these

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the early years provision

are recognised, recorded and met in full as they grow and develop. The children's journals are used to share day-to-day issues, the children's personal care routines and activities they have taken part in. The childminder is aware of the importance of establishing links with other early years settings to enable her to promote the children's social skills and learning opportunities. She adapts themes and topics from other early years settings to support and extend the children's experiences in her home. Children behave well and they are beginning to take turns and learn how to share. They are becoming aware of how their actions impact on others playing nearby. The childminder is a good role model. She takes time to explain what is needed to the young children, who enjoy helping to put the toys away prior to going out. They are chatty and cooperative. Children feel secure and they are familiar with the daily routines as they talk about collecting children from

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the early years provision

school and going to the park. The childminder has a range of early years experiences that she gained on when working in daycare. She has started to use the Ofsted self-evaluation process to identify the strengths of her practice but has not yet identified the areas for development that will extend and promote outcomes for all children. She is aware of the training opportunities available through the early year's development team and the local children's centre. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are cared for in a safe and stimulating environment. They develop a warm and trusting relationship with their carer and the other children in the household. This greatly contributes to them feeling safe and secure. Children are very familiar with the day-to-day routines. They anticipate snack time and sit at the table with great delight. They clearly enjoy the varied range of fruit offered. The childminder has a good understanding of how young children learn. She provides a wide range of free-play resources to promote their independence. At the same time she offers adult-led activities to give the young children new experiences. A good range of cars, a ferry boat and a garage provide an activity that is clearly based on the child's interests. As a result, children are focused and concentrate on their play. The childminder gives consistent verbal support, extending and developing the very young children's vocabulary and comprehension. Regular outings to activity

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and outcomes for children

sessions, the park and children's events are an important aspect of the children's routines throughout the year. This gives all children many opportunities to learn about both their local community and the wider world.

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and outcomes for children

The children's journals and scrapbooks with observations and assessments, alongside many photographs, show the children take part in a wide variety of play and learning experiences. Aspects of the early learning goals are identified and markers show they are covered in everyday play and planned activities. Planning is flexible but at this time does not always link with the children's interests or the next steps in their learning. Their achievements are recorded but not extended to ensure children are confident in their new found skills. Children's language is fully supported as the childminder continually interacts and supports their play by repeating phrases and introducing new words as they explore and extend their own play ideas. The childminder provides interesting activities and outings to ensure children's learning is developed. They are making good progress towards the early learning goals and developing skills that will support them in their future

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and outcomes for children

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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