Bullent, Sarah

Inspection report for early years provision

p.1

Unique reference number EY291684 Inspection date 10/08/2011 Inspector Glenda Field

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2004. She lives with her husband and son aged 11 years in a village east of Norwich. The house is within walking distance of the local school and amenities. The childminder has use of a car to transport minded children. The whole of the ground floor is used for childminding. A fully enclosed rear garden is available for outdoor play. The family has a pet dog and a rabbit.

p.4

Description of the childminding

The childminder is registered to care for a maximum of six children at any one time and is currently minding a total of 18 children, nine of whom are within the early years age group, all attend on a part-time basis. The childminder takes children for walks to local shops, the park and library. Visits are also made to Thrigby Hall, Norwich Castle, Banham Zoo, Thetford Forest and the cinema. She also attends the local music and art groups and is a member of the National Childminding Association.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

p.4

The overall effectiveness of the early years provision

Children feel extremely safe and content in the childminder's welcoming and relaxed home. All children make rapid progress in their learning and development as the childminder has well-developed knowledge of each child's needs to make sure that their welfare and learning is successfully promoted. The childminder has excellent partnerships with parents and other agencies with which children are connected. Consequently, all children are fully included and are thriving in her care. All policies and procedures are in place to ensure the safety and welfare of all children is effectively promoted. The childminder has positive plans for the future of the setting and these are focussed on maximising outcomes for children.

p.4

further?

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

p.4

further?

 developing systems to maximise outcomes for children.

p.4

the early years provision

The childminder has an excellent understanding of the requirements of the Early Years Foundation Stage and, consequently, children are well cared for and effectively supported. The childminder significantly enhances the development and welfare of children as she has a very good understanding of safeguarding requirements. She is confident to report concerns following the Local Safeguarding Children Board guidelines. Comprehensive risk assessments are carried out to enable children to play safely indoors, outdoors and on outings. The environment This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 is safe and conducive to learning, resulting in children thriving and developing independence and a strong self-confidence.

p.4

the early years provision

All necessary policies and procedures are in place to ensure the effective management of the setting. They are robust and effective to support the welfare and development of children and they are routinely reviewed and shared with parents. As a result, parents are able to make fully informed decisions about their children's care and are kept up to date with any changes about the care provided. The childminder is fully aware of the strengths and areas for development of her setting and has a clear and achievable plan for developing and moving forward in her continuous improvement. She includes the views of children and parents in her evaluation to ensure that she continues to meet the needs of the people who use her childminding service.

p.5

the early years provision

Equality and inclusion is at the heart of all that the childminder does with the children. She is highly effective in ensuring that all children are included. For example, she skilfully adapts activities to enable all children to take part at their own level so that they can achieve their full potential. Each child's individual needs are recognised and catered for exceptionally well, as the childminder has developed highly effective partnerships with parents to meet any individual requirements. Parents are provided with good quality information about the care provided and are involved in supporting their children's learning and development, as they contribute to the childminder's understanding of what their children can do and areas for development. Parents speak highly of the childminder, for example, commenting on her excellent understanding of special educational needs and how to best meet children's needs. They find her efficient and reliable and that she puts

p.5

the early years provision

children's safety, health and happiness as a priority. The childminder has also established beneficial links with other providers, such as local schools and pre- schools to promote consistent care.

p.5

and outcomes for children

Children are stimulated in their learning and are highly motivated to achieve through their natural inquisitiveness. The child-centred environment skilfully promotes their curiosity and together with the positive effect of the childminder's support and enthusiasm, encourages them to develop a desire to learn. Children's learning needs are very well supported through individual plans which show their next steps and then link back into the main planning based on their developmental stage, interests and preferences. These are monitored so that the childminder can reflect the immediate learning needs continuing on from what children did during their play and activities. Planned and spontaneous, purposeful play and exploration, both indoors and outdoors, with a balance of adult-led and child-led activities, results in children being active learners, creative and able to think critically. Children access a diverse range of activities and take full advantage of

p.5

and outcomes for children

the space within the setting. They help tend to plants they are growing and take all areas of learning outside, providing very good opportunities for those who learn better through physical activity. Regular assessments demonstrate clearly that all children are making good progress in relation to their starting points, with sensitive This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 monitoring in place to ensure this is across all areas of learning. Children have built close and secure relationships with the childminder, who is a warm and affectionate role model. Children emulate and are keen to cooperate, for example, tidying away the toys. This contributes to creating a calm and co-operative atmosphere.

p.5

and outcomes for children

Children are highly curious, motivated and involved in their play. Great delight is to be had when creating marks and patterns during craft sessions, whatever their age. Children help prepare their own fruits to eat at snack time so that they have an excellent idea of healthy eating and where food comes from. The children are challenged in their learning as they explore letters, numbers and shapes. The childminder takes opportunities to engage children in conversation about their chosen activity, for example, describing the shapes and animals on the wooden letter templates. They are encouraged to enjoy books and often join in with familiar parts of stories. There are many opportunities for children to explore mark making and to express their own ideas using creative materials. The childminder skilfully interacts and uses excellent teaching methods, including frequent use of open questions, including 'can you copy this?', 'how many more of?' and 'what

p.6

and outcomes for children

would happen if?'. This effectively challenges children to think. Children demonstrate their counting skills in everyday situations and solve problems they set themselves, such as sorting wooden alphabet shapes to create their own name. Children's understanding of diversity, similarities and differences are promoted by activities, such as the celebration of festivals and special events.

p.6

and outcomes for children

Children's welfare is extremely well promoted. Children of all ages are comfortable about approaching the childminder for support with activities, such as completing jig-saw puzzles together, thus, demonstrating their security. Their understanding of safety is promoted effectively through activities, such as the practising of regular emergency evacuation drills. Children learn to adopt healthy lifestyles in the home through their excellent access to outdoor play and to a varied, healthy diet which includes fruit daily and constant drinks. Thus, ensuring they are well hydrated, especially after outdoor play. There are high standards of hygiene for children and the premises to reduce the risk of cross-infection. Children are polite and behave well as a result of their high levels of independent choice about activities and the immediate response to their individual needs. Children have many opportunities to work together, developing collaborative skills, learning to

p.6

and outcomes for children

share and take turns and thus, develop skills for the future. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 1

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8