Bruce, Kirsty Ann

Inspection report for early years provision

p.1

Unique reference number EY334587 Inspection date 18/10/2011 Inspector Katie Dempster

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 2006. She lives with her husband and four children aged between one and 11 years. The family lives in South Ruislip in the London Borough of Hillingdon. The whole of the house is used for childminding apart from the third floor. There is a fully enclosed garden for outside play. The family has two cats, a guinea pig, a hamster and two tortoises as pets. The childminder walks or drives to local schools to take and collect children. She attends the local parent/toddler group. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children under eight years of age. Of these, two children may be in the early years age range. She is currently minding one child in the early years age group.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children are happy, secure and well cared for in a warm and welcoming family home. The childminder spends quality time with the children and overall uses information she gains from observations to inform planning well. Effective partnerships with parents are established to help her to meet the individual needs of all the children. Inclusive practise is promoted well and overall children are well supported in their awareness of diversity. Self-evaluation is effective and allows the childminder to mark progress and continually build on areas for development. In the main, all documentation is in place.

p.4

further?

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

p.4

further?

 develop the observation and assessment process further to fully include the next steps in children's learning and use this information to inform planning  provide images and resources of diversity for everyday play.

p.4

the early years provision

The childminder has a good understanding of safeguarding children and has received training to support her in her role. Furthermore, she has a clear child protection policy in place to support her practice. Robust risk assessments are completed for all areas that children use to ensure all risks to children are identified and minimised. These also extend to an assessment carried out for outings. This means that children can move around freely and safely, both in and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 out of the home.

p.4

the early years provision

The childminder offers an inclusive service and welcomes all children into her care. All children are treated with respect and as individuals. The childminder knows the children well, and uses this information to meet their individual needs, likes and dislikes. Children have access to some resources supporting their awareness of difference. However, these are not sufficient to ensure diversity is fully incorporated into everyday play.

p.5

the early years provision

Partnerships with parents are well established. Parents are kept informed about their children's well-being and development. They engage in feedback at drop off and collection times and receive written feedback in the form of a daily diary. Parents are invited to make comments in the diaries and the childminder accommodates parents' wishes and preferences with regards to their child's care. This effective two-way flow of communication maintains good continuity of care and learning for children.

p.5

the early years provision

The childminder promotes self-evaluation well. She is continually self-reflective, identifies the strengths of her practice and any areas for development on a daily basis. She is currently working to improve the systems for activity planning and assessing children's progress. Her self-assessment is accurate, resulting in positive changes for children. Children do not currently attend any other early years settings. However, the childminder understands the importance of partnership working to promote consistency of care and learning for the children.

p.5

and outcomes for children

Children have close relationships with the childminder and they enjoy her company. They are very much at home in the childminding environment and show good levels of confidence as they move around freely, exploring the many toys available. The childminder makes good quality focussed observations of the children, supported with photographs and linked well to the areas of learning. She illustrates how activities support children's learning, with references to the development matters document. As yet she has not fully developed this process to include next steps in children's learning to enhance her planning.

p.5

and outcomes for children

Children are provided with an exciting and stimulating range of toys and resources, which are age and stage appropriate. Babies are showing signs of curiosity and inquisitiveness. They enjoy pressing buttons, lifting flaps and exploring the shapes and textures of the toys. The childminder is skilful in using the resources to target children's development. For example, children learning to stand are encouraged to play with the musical table, which strengthens their leg muscles and coordination. Babies are encouraged to reach for, clutch and squeeze resources to develop their small muscle movements. Children's creative skills are promoted as they listen to music, sing songs and nursery rhymes. They start to express themselves as they respond to the sounds with giggles or clapping. Babies' early mark making skills are successfully encouraged. They enjoy exploring corn flour and curiously watch This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

as their fingers make marks in the mixture. Additional activities linked to children's communication, language and literacy development include books, story time and lots of conversation and word repetition from the childminder. The children enjoy an effective range of learning experiences that help them to develop good skills for their future learning.

p.6

and outcomes for children

Children feel safe because they are able to play in a safe and secure learning environment. Babies display feelings of safety as they confidently explore their surroundings even when the childminder goes out of view for a few minutes. They show signs of happiness through their body language as they smile and giggle, a result of their strong attachment to the childminder. Children are encouraged to adopt healthy lifestyles. They indicate through their body language when they are hungry or tired as the childminder promptly responds to their needs. She explains to even the youngest children the reason for wiping their noses or hands. She talks about germs and dirt to help promote their early understanding of the importance of good hygiene habits.

p.6

and outcomes for children

Children are encouraged to develop appropriate behaviour to help them make friends and respect each other. They are encouraged to share the toys and resources and learn the difference between right and wrong. As a result, they behave well and play happily together. 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 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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

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