Terry, Kerri

Inspection report for early years provision

p.1

Unique reference number EY420588 Inspection date 18/08/2011 Inspector Kelly Eyre

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 2011. She lives in her parents' home with her partner and one adult sibling in Dunstable, Bedfordshire. The childminder's mother is a registered childminder and the childminder's sister is also registered to work from her mother's home as a childminder. The whole of the ground floor of the childminder's house is used for childminding. Children have access to the fully enclosed garden for outdoor play. The family has two cats. The childminder is able to take and collect children from local schools and pre-schools.

p.4

Description of the childminding

The childminder provides care on each weekday during term time and school holidays. She is registered on the Early Years Register to care for a maximum of three children in the early years age range, increasing to nine when working with two other childminders at the same premises. They are currently minding 12 children in this age group, the majority of whom attend on a part-time basis. They also offer care to children aged over five years and this provision is registered on the voluntary and compulsory parts of the Childcare Register. There are currently seven children on roll in this age group.

p.4

Description of the childminding

The childminder holds the Level 3 National Vocational Qualification in Children's Care, Learning and Development and is a member of the local childminding network. She currently supports children with special educational needs and/or disabilities and who speak English as an additional language.

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

The childminder and her co-childminders maintain an exceptionally professional approach to all areas of their work, enabling parents to feel confident in them. Excellent communication procedures support the exchange of information between parents and the childminder, promoting the provision of consistent care and highly appropriate support. The childminder has a comprehensive knowledge of the Early Years Foundation Stage and a thorough understanding of each child. This ensures that children's needs are consistently met and they are offered an extensive variety of activities that successfully promote their learning and development. The childminder and her co-childminders work together to evaluate all areas of their work, enabling them to build a comprehensive picture of this and prioritise improvements, thereby maintaining a service which is highly responsive to the needs of children and their families.

p.4

further?

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

p.4

further?

 further improving the systems for organisation of the setting by continuing This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to develop the use of self-evaluation to support ongoing improvements.

p.4

the early years provision

Children's welfare is prioritised and is exceptionally well promoted because the childminder has a comprehensive awareness of her responsibilities relating to safeguarding children. This is supported by a thorough written procedure and the use of a 'safeguarding audit tool', enabling her and her co-childminders to identify children at risk and take appropriate action. The childminder ensures that relevant suitability checks have been completed for household members, further promoting children's welfare. Her excellent approach to working in partnership with her co- childminders and their exceptionally thorough risk assessments ensure that children's safety is promoted at all times. Children demonstrate a mature understanding of taking responsibility for their own safety and that of others. For example, they discuss issues such as road safety and practise this each time they are out, participating in relevant role play to gently reinforce their understanding.

p.5

the early years provision

The childminder demonstrates a genuine warmth and enthusiasm for her work and is highly motivated to continue developing her practice and further improve the outcomes for children. Both she and her co-childminders attend a wide variety of additional training in order to support the continuous review and improvement of their practice. Their conscientious approach to self-evaluation enables them to identify changes and prioritise improvements. The childminder is committed to providing a stimulating home environment, which is continuously changing in order to meet children's needs and promote their development. Although there are clear plans for the future, the self-evaluation process is not yet used to the utmost to inform the overall review of practice. The childminder utilises all resources exceptionally well. The well-organised playroom contains an extensive range of accessible resources, enabling children to make independent choices. She also

p.5

the early years provision

uses a wide variety of community resources, such as the library, local museum, parks and a nearby zoo.

p.5

the early years provision

The childminder and her co-childminders base their practice on the ethos of respecting every child as an individual. The childminder demonstrates an excellent awareness of issues relating to anti-discriminatory practice. She has attended additional training in this area and has put together a range of relevant information to support her practice and ensure that it is inclusive for all children. The comprehensive procedures for gathering information about children mean that all three childminders are able to gain an excellent understanding of each child's background and needs. This supports them in planning relevant activities and ensuring that children are offered appropriate support whenever needed. Children feel valued and their feeling of self-worth is promoted because they are encouraged to respect each other and are involved in decision making. The childminder maintains highly positive relationships with parents and carers,

p.5

the early years provision

supporting the exchange of information. This means that parents are fully informed of their children's progress and activities, for example, through the use of detailed communication books, informative displays and the regular sharing of children's assessment records. Consistency of care is further promoted as the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder has established purposeful working relationships with others providing care for the children. For example, she exchanges information with the nursery school so that they can work together to ensure that children are offered consistent support.

p.5

and outcomes for children

Children thrive and make excellent progress because the childminder has a comprehensive understanding of the Early Years Foundation Stage and provides a highly stimulating environment. She works closely with her co-childminders, setting high standards for their practice and ensuring that they offer exceptionally good quality care and support to all children. They have developed thorough assessment procedures, using the information gained from these, to ensure that all planning is well targeted to promote children's development. Children play an active part in this lively setting. They are encouraged to express their views and these are genuinely valued. For example, they state their preferences with regard to activities and resources. The childminder has an excellent knowledge of children's interests and needs, and includes these in the planning, ensuring that children's development is promoted and they are offered a rich variety of experiences.

p.6

and outcomes for children

Children's behaviour demonstrates that they feel secure and have a strong sense of belonging. For example, they show high levels of independence as they choose their resources and organise their play. All activities are clearly planned, well resourced and adapted to meet the needs, interests and requests of individual children. For example, after children initiated an activity to collect leaves and other items in the park, the childminder discussed this with them and they planned further related activities; the children thoroughly enjoy re-discovering their 'treasures' as they take them out. They become totally engrossed as they use them to make collages, working out the most efficient way to attach each item to the paper, discussing where the feathers have come from, noting that the flowers have changed colour as they have dried and talking about the differences in the leaves, examining the textures and difference in sizes. Activities such as these inspire and

p.6

and outcomes for children

capture children's attention, offering a multitude of opportunities to promote their learning in all areas, such as creativity and imagination, exploration, problem solving and communication.

p.6

and outcomes for children

The thoughtful provision of additional resources means that children are encouraged to be active learners, explore and experiment. For example, they help themselves to an extensive range of natural and recycled resources, and they use cardboard, tubes and plastic containers to make pictures and models. The childminder extends this by encouraging them to use the items in their daily play, and they make creative use of plastic bottles and boxes when playing with cars and trains. The interesting and accessible environment means that children are inspired to organise their own play and to explore further. For example, when playing with dolls, young children extend their role play scenario by adding further resources, such as telephones, bags and a cash register.

p.6

and outcomes for children

The childminder's excellent organisation and forward planning means that children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are offered additional opportunities. For example, they interact with their peers and gain an extended awareness of their community and environment through regular attendance at the library and local toddler groups and visits to the zoo, farm and a nearby museum. Children show an excellent understanding of the importance of healthy lifestyles. For example, they learn about healthy eating through discussions, cooking activities and helping to prepare their snacks. This area is further supported as the childminders have achieved the 'Under 5's Healthy Eating Award'.

p.6

and outcomes for children

Children's emotional development is promoted as they develop secure, trusting relationships with the childminder and their peers. Their behaviour is exemplary and they show an excellent understanding of the expected standards of behaviour, gaining skills for use in future life. For example, they are confident to express their needs and views but do this politely, remembering to listen to others and take turns in any conversations and discussions. All children are highly valued as individuals and engage in a wide range of activities that help them to value diversity and understand the cultures and lifestyles of others. For example, they share information about recent holidays, plotting the destinations on a world map and going on to find out about the climate, cultures and traditions of the various countries and areas visited. The childminder's excellent partnerships with parents and carers mean that she is able to offer appropriate support to children who have

p.7

and outcomes for children

special educational needs and/or disabilities and those who speak English as an additional language. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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.8

Stage

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

p.8

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.8

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.8

Annex B: the Childcare Register

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

p.9

Annex B: the Childcare Register

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

p.9