Cramer, Denise Mary MBE

Inspection report for early years provision

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Unique reference number EY218719 Inspection date 27/07/2011 Inspector Jenny Kane

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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 has been registered since 2002. She lives with her husband and three school age children in Bromley. The ground floor of the childminder's house is used for childminding, with access to the bathroom and two bedrooms for sleeping on the first floor. Children have access to a secure enclosed rear garden for outside play. Schools, pre-schools, toddler groups, shops and parks are within walking distance. The family has three cats.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five 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 five children in this age group. She also offers care to three children aged over five years to 11 years. The childminder does not provide overnight care.

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Description of the childminding

The childminder supports children with special educational needs and/or disabilities. She holds an NVQ Level 3 qualification in childminding. She attends the local childminder support group and is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children are happy and content and enjoy very good relationships with the childminder. The childminder is fully conversant with the Early Years Foundation Stage framework and the welfare requirements. As a result, children make excellent progress in their learning and development. Highly positive partnerships with parents and other providers ensure the childminder fully meets children's individual needs. She has extremely high aims and clear priorities for the future. Evaluation is very effective, is achievable and demonstrates her capacity for continuous improvement and building on existing strengths.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 developing the sharing of the written information about the children's next steps with parents. 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 extremely well organised, has a plethora of relevant paperwork and provides a highly professional service. She has an excellent understanding of the requirements of the Early Years Foundation Stage and her responsibilities as a childminder. Her extensive, regularly reviewed and well written policies and procedures, are maintained and implemented very well to ensure children's welfare. The childminder's awareness of child protection is excellent. She shares her comprehensive safeguarding policy with parents ensuring they are clear about her role. Attendance of recent training and her high commitment to children's safety helps the childminder to safeguard all children in her care. She supervises the children at all times, never leaves them with unsuitable people and all adults having contact with the children are suitably vetted.

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the early years provision

The childminder undertakes detailed and in-depth risk assessments, for all areas of the home indoors and outings, ensuring children can explore their environment freely and learn about their own safety. For example, she regularly checks play areas from child height and eye level so she is aware of hidden hazards. Children partake in regular fire drills so they know how to leave quickly in an emergency. They are encouraged to look after their environment and to keep play areas safe. Risk assessments also cover every venue she goes to including homes of other childminders, pre-schools and toddler groups. If she notices a venue is unsafe, she challenges the responsible person and points out the risk. She has developed a very effective network of support with other local childminders, which includes back up in case of emergencies or illness.

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the early years provision

Children play in a safe, welcoming, child-friendly environment which positively encourages their learning. They have access to a great range of high quality equipment and toys, suitable for all ages and stages of the children which attend. The resources are labelled with words and pictures, arranged attractively, are easily accessible and many reflect positive images and diversity. Consequently, children confidently self-select from the toys and make decisions about what they do. The childminder is working to make her home a sustainable as possible and encourages the children to understand the importance of composting, recycling and not wasting resources. For example, after a craft activity they remember to put the scraps of paper in the recycling box and after lunch they know that uneaten food goes into the food waste bin in the kitchen.

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the early years provision

The childminder is experienced and confident about caring for children with special educational needs and/or disabilities and those who speak English as an additional language. Children have access to an excellent range of resources and activities which promote their knowledge of the wider world. They celebrate festivals, learn about differences, try new foods and explore their local environment daily. The childminder has a clear commitment to equalities and to providing an inclusive service to all families. She is very aware of each child's individual needs and fully understands the importance of working closely with parents and other professionals for continuity of care. She has established excellent three-way sharing of information with pre-schools, the primary school and other childminders This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to help children's transitions.

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the early years provision

The childminder has developed highly positive relationships with all parents/carers. Excellent daily communication, both verbal and in writing, ensures parents are fully involved in all aspects of their children's care and learning. When children first start, the childminder works closely with parents to ascertain what children can already do, their particular requirements and starting points. She continues to keep parents fully informed through contact books, which back up discussions and hold useful information about children's routines and care. The childminder is very keen to establish parents' views and opinions and acts upon suggestions. This is achieved through regular feedback, newsletters and questionnaires. All parents are extremely happy with the service and make highly positive comments. They state the service she offers is 'everything I could hope for', 'children are made to feel part of her family' and that she is 'caring, friendly and flexible'.

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the early years provision

The childminder's commitment to her personal development is extremely high. She demonstrates drive and enthusiasm with regard to improving her service. Her self- evaluation is thorough, includes the views of parents and some of the older children. Children communicate their views confidently saying 'I love my childminder', 'I like the food and playing in the garden' and generally other positive comments. The childminder is constantly reviewing her childminding service. She has identified her key strengths and areas in which she wants to improve. She attends meetings and training courses to update her already good childcare knowledge. The use of reflective practice and self-evaluation has had a significant impact on the outcomes for children.

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and outcomes for children

Children are achieving and progressing extremely well towards the early learning goals in relation to their starting points. Having established their starting points, the childminder skilfully plans and provides an excellent range of activities which are challenging, stimulating and fully support children's learning. Her ongoing observations and assessments effectively help to monitor children's progress and achievements. She records the observations in individual folders which hold samples of work and photographs to back up the written information. The recording of the children's next steps in their learning is clear and helps the childminder to identify areas for further development. Although the development folders are shared frequently with parents and taken home on a regular basis, parents do not make written comments about children's progress. However, children are making rapid progress because of the childminder's outstanding

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and outcomes for children

communication with parents, and the sharing of her clear knowledge of how children learn through play.

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and outcomes for children

The childminder provides a wonderful learning environment and successfully enables children to develop their skills for the future. Children are developing very good communication skills and participate in in-depth conversations. The childminder encourages speech development by talking to children clearly and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 listening well to what they say. There is a wonderful selection of books; children learn to respect them and visit the library frequently. They participate well at story time, choose their own books and obviously have their favourites. One book involves finding pictures and counting seaside items. Children have fun as they match the seagulls, crabs and buckets counting and discussing the colours. This prompts children to remember one of their favourite rhymes, which they sing heartily. It is about various sea creatures including jellyfish, and they laugh and do

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and outcomes for children

the actions when it gets to the bit where they go 'wibble, wibble, wobble!'. Children help themselves to instruments from the well stocked music box; they shake bells, strum the guitar and bang drums. One child sings 'Twinkle, Twinkle Little Star' and the others clap along and join in.

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and outcomes for children

There are plenty of opportunities for children to develop their mathematical skills during daily activities. For example, they count the dishes at snack time. Later, children concentrate well with the hammer and nails game, making detailed designs and using the tools carefully. There are number signs and posters on the walls and a good range of equipment for problem solving, and discovering how things work. During a craft activity where they decorate sun visors with shapes, the childminder takes a photograph. One child asks to use the digital camera and goes round taking photographs of everybody. Children also have access to information and communication technology and programmable toys to support their learning. Older children use the laptop to look up information for projects.

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and outcomes for children

Children demonstrate very good social skills. They are independent in their surroundings, cooperate and share very well during play and show care for others. Interaction amongst the younger children is extremely good; they understand the house rules, are fully engaged in play and help to plan activities. This involvement about decision-making is beneficial and has a positive impact on their behaviour which is excellent.

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and outcomes for children

There are excellent opportunities for children to develop healthy lifestyles and engage in physical play each day. Children walk to school and most venues, helping their understanding of the need for exercise as part of a healthy lifestyle. On these outings, children discover the wider and local community whilst learning about keeping safe. Older children learn to take responsibility by walking in front and remembering the 'Green Cross Code' when crossing roads. Recently children took part in a safety project; 'people who help us' where they looked at the roles of the police, fire and emergency services. The childminder is thoroughly organised on these outings; she carries a large amount of supplies and emergency cards which hold children's details.

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and outcomes for children

Children have an excellent understanding of good personal hygiene practices and making healthy choices in regard to food. Children learn to use the good hand washing facilities and wipes before meals and after playing or touching the pets. At lunch time children take themselves to the bathroom to wash their hands and one child says this is to 'wash away the germs'. The childminder provides nutritious meals and snacks using fresh ingredients. She is very able to cater for allergies and dietary needs and produces weekly menu sheets. Children often help to plan these. During lunch, children all sit together at the table to eat and this is a social time where they chat to the childminder and their manners are very good. Children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 have a good understanding of where food comes from because they regularly go shopping to buy ingredients to help with cooking. They have posters about fruit

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and outcomes for children

and vegetables on the wall and know they need to eat five portions of these a day. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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