Paramanathan, Chrishani

Inspection report for early years provision

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Unique reference number EY240694 Inspection date 27/07/2011 Inspector Carolyn Hasler

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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 2003. She works with another registered childminder and minds from her co-childminder's house. The co-childminder's husband and two children, one an adult and one aged 15 years, live at the property. The home is located between Belsize Park and Hampstead Heath. There are local shops and schools within easy walking distance. The home comprises of three floors, all areas, apart from two bedrooms, are used for childminding purposes. These include a main playroom and kitchen on the ground floor, a bedroom and bathroom on the first floor and a converted attic playroom on the third floor. There is a front garden available for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register to provide care for a maximum of six children under eight years at any one time, of these, not more than three may be in the early years age group. When working with her co- childminder, together they may care for a maximum of nine children at the same time, of whom no more than six may be in the early years age range. They are currently caring for four children in the early years age group. The childminder is a member of the National Childminding Association and is working towards a level 3 childcare qualification.

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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

This childminder and her co-minder offer a welcoming and friendly service. There are successful measures in place to acknowledge children's individuality. Overall the childminder and co-minder have effectively introduced the Early Years Foundation Stage into their practice. They continue to review and improve processes to observe and assess with good outcomes. There is a consistent approach to service improvement, including addressing recommendations from the last inspection. The childminder is enthusiastic and keen to address weaknesses and implement change.

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further?

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

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further?

 further improve assessment skills to build on starting points and to acknowledge where progress is made 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 meeting regulations and duties to safeguard children and demonstrates a good knowledge of safeguarding procedures. For example, she is able to confidently talk about the different areas of abuse, their signs and symptoms and the action she takes to safeguard and promote the welfare of children. The childminder is able to demonstrate that she has been vetted appropriately by Ofsted. Children are cared for in a safe environment, risks are effectively monitored and minimised.

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the early years provision

The childminder has maintained a programme of training on childcare issues and shows an interest in continuing this to address areas of weakness within her practice. Since the last inspection the childminder has began her NVQ at level 3 qualification in childcare and has kept up-to-date with local authority workshops to enhance her skills. She continues to maintain her paediatric first aid. The childminder has addressed previous recommendations and this has gone some way to improve outcomes for children. For example, children are freely able to access play resources from around the environment. In addition she has began to develop her planning to include some information from parents to support her knowledge of what children can do before they start at the setting. Her self evaluation is an accurate appraisal of the settings effectiveness but does not yet fully recognise what needs to be done to secure further improvements.

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the early years provision

Children have access to a well planned environment. They have access to both inside and outside spaces. Toys and equipment are of good quality and well maintained. The childminder understands how to use resources successfully to ensure children maximise learning. The childminder is beginning to develop starting points and follows children's learning journeys through observations, which are closely linked to the different areas of learning. Next steps are identified. However, observations and assessments are not yet fully evaluated to demonstrate where children have made progress and extend future learning; although, the childminder is verbally able to demonstrate this and children are making good progress as a result of the environment they are in.

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the early years provision

The childminder successfully promotes equality and diversity. She does this through providing play resources and equipment that prompt children's awareness and encourage positive attitudes towards others. The childminder plans a programme of learning for each child which incorporates special family events to support children's awareness of feeling important as an individual in the setting.

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the early years provision

The setting has positive relationships with parents and carers. Relationships are well established and ensure that each child's needs are met. Parents have access to lots of information about the setting including policies and procedures and can see information about the childminders registration. They are encouraged to use a range of communication technology to keep in touch throughout the day. Parents are able to contribute to observations and assessments and feedback is available daily. The childminder understands the importance of fostering close working relationships with other settings where minded children attend and acts as a go- This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 between sharing information with parents. In additions she is aware of her responsibilities regarding interagency work where safeguarding concerns arise.

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and outcomes for children

Children separate well from parents and settle quickly because the childminder works effectively with parents to support the transition from home into the setting. They build secure relationships with the childminder who shows sensitivity in helping children gain independence. Children are caring and helpful towards others and manage their behaviour well. They build friendships and engage in shared games and activities learning how to cooperate, take turns and negotiate with others. Their social skills are consistent to children who feel a sense of belonging and are confident and self assured.

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and outcomes for children

Children develop the skills they need to keep themselves healthy. Daily routines and having positive role models helps children build good habits in personal hygiene, eating healthily and being physically active. Children have opportunities to be physically active both at the setting and when involved with community group activities. They explore a range of challenging activities that helps them build balance and coordination and become aware of their own bodies. Positive relationships with parents ensure that children receive a well balance healthy diet and enjoy healthy choices. Children are offered drinks throughout their day. Young children learn early the positive benefits of taking care of their own personal needs and are learning to wash their hands at the appropriate times during the day.

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and outcomes for children

Children enjoy coming to the setting, they have lots to choose from and can help themselves to the resources. There are lots of conversations with children taking place throughout the setting. Children are encouraged to use vocabulary to explore their thoughts and feelings. They hear language, absorb it and extend their own vocabulary within play. They have lots of opportunities to explore mark-making and enjoy drawing and painting activities which are displayed on the wall for all to see. Children actively enjoy the shared experience of completing puzzles together. The childminder is on hand with comments about shape and size and provides lots of encouragement. Resources to support problem solving, reasoning and numeracy are varied and challenging. Children have daily access to a computer and are confident in using a mouse. Younger children are encouraged to explore technology through accessing a small variety of resources, such as, interactive toys

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and outcomes for children

and play resources. Children are curious about all the interesting things that are going on around them; they talk and ask questions that help them understand the world they live in. They have opportunities to meet others and engage in larger groups of children through attending the local drop-in groups. They are making good progress in their learning and develop future skills. 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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