Kosar, Farzana

Inspection report for early years provision

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Unique reference number EY428968 Inspection date 11/10/2011 Inspector Judith Reed

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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 husband and three children aged nine, five and three years old in Southampton. The whole of the home is registered for childminding and there is an enclosed garden for outdoor play. The childminder is able to walk and drive to local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years old at any one time, of whom two may be in the early years age range. She is currently minding two children in this age group. The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register.

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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

Children are settled and happy in the childminder's home. Equality and diversity are effectively promoted by the childminder through language development and a range of toys. The childminder has a good relationship with parents and builds some initial links with other early years providers. She carries out careful self- evaluation of her provision and endeavours to make continuous improvements through training.

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further?

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

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further?

 ensure effective continuity and progression by sharing relevant information with other early years settings

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the early years provision

Children are safeguarded as the childminder is familiar with the procedures to follow if she has any concerns. She shares her policy with parents to keep them fully informed. All adults living in the home have completed the required checks. The childminder carries out detailed risk assessments around her home and garden, and a daily check list is completed daily to further ensure children's safety. All outings are also fully risk assessed. The childminder ensures all necessary documentation is up to date and accurate including contact records, the register and accident records. She builds good business relationships with parents and works in partnership with them. Throughout the initial contact and settling-in- period the childminder finds out about children's individual needs and asks parents to complete the 'All about me' booklet, which helps to set starting points for their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

child's learning journey. She invites parents to evaluate her childminding provision through feedback, and responds appropriately. For example, routines are adjusted in response to parent's comments. The childminder also keeps parents fully informed regarding the Early Years Foundation Stage guidance information and meets with them to discuss their children's individual development. Parent's comments state that they are very happy with the childminding provision and the way the childminder communicates with them. They appreciate that the childminder is able to be flexible around work patterns and their children are happy and learning. The childminder links closely with the local Sure Start centre and builds sound relationships with community workers to support children's language development. She meets with other professionals including schools, health visitors and librarians, however, the childminder does not link with key workers from other

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the early years provision

early years settings to ensure continuity of development for children.

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the early years provision

The childminder ensures she effectively supports all children, including those who speak English as an additional language. She builds links with appropriate community workers to support language development and who helps her to learn some words from the children's home language. The childminder provides excellent support for children with English as an additional language and therefore helps to narrow the achievement gap. She uses the library to provide books which depict different cultures and include world religions. Many resources and decorative items around the home reflect diversity. Children help themselves to resources available around the spacious, main living room. They explore storage boxes and drawers to find items they wish to play with. Children are familiar with the environment and use the posters displayed, as well as other pictures around the home, to support their learning and development. For example, children point

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the early years provision

to the various pictures of fruit around the home and name the bananas, apples and raspberries. The childminder extends learning this by pointing out kiwi fruit and pears. Children are taken out to local parks for large scale physical play and attend groups at the local Sure Start centre.

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the early years provision

The childminder carries out useful self-evaluation of her provision and finds this a good tool for planning ongoing development. She continues her training as a childminder and develops her knowledge and understanding of the EYFS. The childminder is well motivated to improve and develop her childminding to provide a high standard of care and learning for all children.

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and outcomes for children

Children's development is carefully observed and promoted by the childminder. She carries out focussed observations and records them in the children's individual learning journey records. The childminder meticulously assesses children's learning through a planning and observation book and sets next steps for individual children's development. These are included in her ongoing planning. She ensures she offers children choices and gains ideas for activities from other childminders and her coordinator. A balance of adult-and child-led activities are available and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 there is continual purposeful play.

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and outcomes for children

Children are excited and interested in the activities available. The childminder brings out a box of play dough and the children immediately sit at the low table to explore this activity. Children confidently name the various colours of the dough and count up to six. They create a cake and begin to sing 'Happy birthday', linking this with a previous special occasion. The childminder skilfully extends the activity by suggesting making different shapes and children cut out some duck shapes saying 'Quack, quack' and demonstrating knowledge and understanding of the world. Children's communication, language and literacy development is particularly supported by the childminder, who repeats their words and encourages their learning by talking to them and asking questions. They look at books together and the childminder reads to the children. She also uses toy telephones to further encourage speech and language development. The childminder provides

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and outcomes for children

interesting activities across the areas of learning and children are active learners.

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and outcomes for children

Children's safety is a priority and the childminder helps them to learn how to keep themselves safe. Children join in regular fire evacuation drills and learn how to keep safe, when crossing roads. They become familiar with the routine of holding hands, when out and about and inform new children about this important message. The childminder also provides some books to help children learn how to keep themselves safe when out and about. Children share toys and begin to understand the importance of keeping the environment tidy. They join in and make choices regarding their own activities. Children behave well and are polite, saying please and thank you. The childminder praises and encourages children throughout their activities. Children develop valuable skills for their future lives. They become familiar with the wider world through the range of resources, as well as the posters and pictures displayed around the home. The childminder provides

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and outcomes for children

resources, time and attention required to ensure the children develop all the key skills needed for the future.

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and outcomes for children

Children's good health and well being is promoted. They are familiar with suitable hygiene routines as they wash their hands before and after having food. The childminder demonstrates how to clean their hands thoroughly and dry them carefully. Children dispose of their individual paper towels in the waste bin. The childminder is very familiar with the children's individual dietary requirements and ensures she meets their needs regarding food and drink. Although parents often provide packed lunches, the childminder is able to provide food when required. Drinks of water are available as required. The childminder extends children's knowledge of food through offering different fruits for snack and meals from various cultures. She helps to gain children's interest by talking about different fruits and offering to take them to the shop to purchase their favourites. Children enjoy opportunities to use the paved garden areas. They walk around and push

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and outcomes for children

the pushchairs around the space. 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 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 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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