Gohil, Illa

Inspection report for early years provision

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Unique reference number EY421074 Inspection date 20/07/2011 Inspector Mrs Ann Austen

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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 2011. She lives with her two children aged 14 and 12 years in the town of Kempston, Bedford. The childminder's home is close to shops, parks, schools and public transport links. The ground floor of the childminder's house is used for childcare purposes. Toilet and sleeping facilities are provided on the first floor. There is a fully-enclosed garden for outdoor play. The childminder has a pet rabbit.

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Description of the childminding

The childminder is registered to care for a maximum of four 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 one child in this age group. The childminder also offers care to children aged over five to 11 years. This provision is registered by Ofsted on the Early Years register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder attends various toddler groups on a regular basis. She is a member of an approved childminding network.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder organises a flexible daily routine to ensure children's individuality is recognised. As a consequence, children are settled, well cared for and make satisfactory progress in their learning and development according to the requirements of the Early Years Foundation Stage (EYFS). Documentation and procedures are in place to effectively promote children's welfare and safety. Safeguarding procedures are good. The childminder is continuing to increase her knowledge of the EYFS learning and development requirements. She is developing positive relationships with parents and is continuing to develop ongoing self- reflection to evaluate her provision.

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further?

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

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further?

 develop further systems to ensure that ongoing assessment is used to fully identify learning priorities and to track children's progress towards the early learning goals  develop further systems to encourage parents to share information about their child's learning and development when they start to attend and develop parental involvement in the ongoing assessment process. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Arrangements for safeguarding children are robust. The childminder understands her role and duty to protect children from harm. She has a good understanding of the indicator signs of abuse and is familiar with the procedures to follow to report concerns. A written policy and all relevant guidance documents are in place to support her practice. Risks of accidental injury are minimised because the childminder supervises the children well and carries out daily risk assessments of all aspects of her home. For example, a baby monitor is used to check sleeping children, safe barriers prevent children from accessing the kitchen and stairs and the rear gate in the garden is locked. Children's welfare is enhanced because the childminder has attended training in paediatric first aid. Accidents are accurately recorded and secure procedures are in place for the safe administration of medicines.

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the early years provision

The childminder holds an appropriate National Vocational Qualification. She is enthusiastic and is eager to develop the provision further. The childminder is beginning to use self-evaluation to monitor the quality of the provision and has identified some areas for development. The childminder has developed a good range of written policies and procedures, covering different aspects of her care, such as behaviour management and equal opportunities. Each policy supports her current good practice.

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the early years provision

The childminder treats all children with respect and equal concern. Consequently all children are valued and receive attentive care and support. Resources and play materials are fit for purpose and appropriate to the children's age and stage of development. The childminder provides accessible boxes of toys for the children. As a consequence, children make independence choices and are able to develop their own ideas as they play.

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the early years provision

The childminder is developing positive relationships with parents and carers. She provides a flexible service and offers overnight care. Parents are encouraged to share what they know about their child when they start to attend which helps to ensure continuous and consistent care for children. For example, information is exchanged to ensure that specific dietary and medical needs are known and met. However, systems to encourage parents to contribute information relating to their child's learning and development are not effectively established. Verbal discussions take place at drop-off and collection times. However, systems to share developmental record folders and for parents to contribute their on-going comments are not successfully established. The childminder understands the importance of partnership working with other professionals who delivery the EYFS.

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and outcomes for children

Children are offered a suitable range of activities that support them in making satisfactory progress towards the early learning goals in relation to their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 capabilities and starting points in their learning. They build on their natural curiosity as they explore the resources and are active learners. The childminder is continuing to develop her knowledge of the learning and development requirements. She is currently implementing new systems to monitor the children's progress, for example, the use of more spontaneous observations of what children are doing in their day-to-day activities in order to better identify learning priorities and experiences to meet each child's individual needs. However, this is not fully implemented in practice and, as a consequence, potentially compromises children's learning and development.

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and outcomes for children

Children receive warm, responsive care. Relationships are close and supportive which effectively promotes children'distinguishing sounds and attach meaning to them. Activities to promote this include conversation, tone of voice, singing and musical activities. For example, younger children are encouraged to copy animal sounds and the childminder sings rhymes such as 'Twinkle, twinkle little star' to promote language development. Children express their own ideas and respond to what they see, hear, touch and feel. For example, younger children show curiosity as they explore the activity centres. They press buttons and smile with enjoyment when different objects pop up. Children feel different textured materials and enthusiastically shake the maracas and rainmaker to listen to the changing sounds. Babies play peek-a-boo and participate in creative art activities, for example, enjoying finger painting.

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and outcomes for children

Children are effectively helped to learn about, value and understand the society in which they live. They have opportunities to meet different individuals as they explore the local community and access resources and books that positively promote diversity and differences. Children make new friends during visits to different toddler groups.

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and outcomes for children

Children receive praise and encouragement which promotes confidence and self- esteem. They respond to the childminder's appropriate behaviour management strategies that take into account their age and stage of development. Children are developing a sense of belonging whilst in the childminder's care. They are taught how to keep themselves safe. For example, children learn how to evacuate the building in the event of a fire.

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and outcomes for children

Babies and young children's heath, physical and dietary needs are adequately met. Children learn to wash their hands at appropriate times of the day and the childminder's nappying-changing procedures are secure. This helps to reduce the risk of cross-contamination in order to prevent the spread of infection. Although children have meals which are provided by their parents, the childminder tries to ensure that children learn about healthy eating and she encourages them to eat fruit as a snack and to take regular drinks. This ensures that children remain well hydrated and comfortable.

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and outcomes for children

Children enjoy daily fresh air and are able to rest and sleep according to their needs. They participate in an appropriate range of physical activities. For example, children regularly walk in the local community, manoeuvre wheels toys in the garden and access larger, more challenging apparatus, such as the swings and slides in the park. Children engage in activities that develop hand-to-eye This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 coordination. For example, children post shapes into the shape sorters and move the coloured beads on the abacus. 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 3 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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