Mitchell, Ruth

Inspection report for early years provision

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Unique reference number EY362393 Inspection date 24/10/2011 Inspector Marilyn Joy

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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 2007. She lives with her husband and two children aged under eight years in Andover, Hampshire. The whole of the home is registered for childminding, although downstairs is the main area used. There is an enclosed garden for outside play. The family have a cat. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register to care for a maximum of four children under eight years old at any one time. The childminder is currently caring for one pre-school child in the early years age group and five school age children, of these, two are in the early years age group.

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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

The childminder offers an extremely well resourced and inspirational environment where children's individual needs are comprehensively catered for and they make good progress overall in their learning and development. Self-evaluation processes are robust and help the childminder to indentify most areas where she can develop her practice. There is a clear enthusiasm for achieving high quality and promoting positive outcomes for children. Excellent partnerships with parents contribute towards how settled and confident children are.

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further?

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

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further?

 extend opportunities for children during daily routines and practical activities to encourage coordination in managing tasks for themselves and to introduce simple counting, problem solving and awareness of sounds and letters.

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the early years provision

Excellent arrangements are in place for safeguarding children's welfare and protecting them from harm. The childminder has a thorough knowledge of child protection issues and the procedures to be followed should she have concerns about a child in her care. Comprehensive risk assessments, daily practice and vigilant supervision significantly contribute towards keeping children safe in the home and on outings. Detailed policies and procedures underpin the childminder's daily practice and provide parents with all the information they need regarding the service provided. Documentation is extremely well organised and maintained to a high standard. This means the childminder has all the information she requires to meet children's health, welfare and learning needs. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder has high expectations of the service she provides and because of

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the early years provision

her strong commitment and drive, outcomes for children are good. The childminder makes good use of training to develop her practice and understanding. She has completed an early years qualification and has plans for further training to extend her skills. The recommendation raised at the last inspection has been met and, as a result, information shared with parents is improved. Robust monitoring and analysis of most areas of practice enables the childminder to secure continual improvement. For example, she has plans to extend opportunities for children to grow their own vegetables and fruit outdoors.

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the early years provision

Children flourish in an environment where equality of opportunity and valuing diversity is at the heart of the childminder's practice. Excellent partnership working with other agencies ensures every child receives high levels of support to meet their individual needs. Partnerships with other settings are being developed. Superb organisation of the childminder's home and garden, as well as the wide variety of toys and equipment, positively contributes towards the good outcomes achieved. Excellent presentation of resources excites children's interest in all areas of learning.

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the early years provision

Exemplary partnerships are forged with parents. Significant emphasis is given to achieving highly effective channels of communication to ensure that parents are fully informed of the care their children receive and the activities they experience. Parents receive comprehensive written feedback about their learning and have opportunities to be fully involved and contribute to their records. Feedback from parents is extremely complimentary and confirms how happy and confident they are with the care and learning provided.

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and outcomes for children

Children thrive in an atmosphere that nurtures and supports them well. They are eager to attend and participate in the broad range of activities offered. For example, an attractive and cosy book area encourages them to take pleasure in books and share stories. Easy access and age-appropriate equipment successfully encourages independence and personal achievement. When choosing the cars and the road kit children are encouraged to work cooperatively to put it together and then collaborate in sharing the space as they move the cars around. Children are supported exceptionally well to understand what is expected and they benefit from the frequent praise and encouragement they receive. Effective behaviour management strategies are consistently applied and lead towards exemplary behaviour being achieved. Children demonstrate an extremely strong sense of security and belonging in the way they interact with the childminder. All children

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and outcomes for children

are valued and respect for others given a strong emphasis.

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and outcomes for children

The childminder gets to know children well and successfully uses this knowledge to tailor activities and care to support their individual needs. For example, regular visits to toddler groups help children to gain confidence in a new environment and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 socialise with others in preparation for starting pre-school. Regular outings broaden their experiences and help them to learn about the world. In the home, children move freely between indoors and outdoors and extend their learning in the fresh air. They are extremely enthusiastic in their play and respond well to the exciting and stimulating environment they are in. They set up a den outside and crawl inside to look at books. They paint the fence with water, manipulate dough and fit the construction kit together. The garden is on different levels but children quickly learn how to negotiate the steps and what they need to consider to stay

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and outcomes for children

safe. For example, they understand that wheeled toys must not be ridden on the steps. The childminder is extremely careful in supervising children at this time and if they are not able to manage she erects safety gates. High quality interaction and exemplary organisation helps children to feel safe, confident and secure.

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and outcomes for children

Children develop a good awareness of what constitutes a healthy lifestyle. They follow good personal hygiene routines and learn about the importance of healthy eating. Excellent posters and notices help to remind children about what they need to remember. Mealtimes are sociable occasions when good manners are easily promoted and healthy foods enjoyed. Attending a weekly gym club promotes fitness as fun and extends their skills.

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and outcomes for children

Children's learning and development is supported well and they make good progress in all areas given their individual capabilities and starting points. Each pre-school child has their own learning journal which provides an excellent record of their experiences, achievements and the progress they are making. The childminder then uses this information to plan activities to support individual progression. Older children create their own folder with lots of examples of the activities they have enjoyed. Generally, learning and development is supported extremely well, however, there are some occasions when the childminder does not always maximise children's learning. For example, at snack time opportunities are missed to introduce simple counting and problem solving or looking at the letters of their name on their individual place mats. Children do not pour their own drinks or use tools to serve their food even though developing coordination is a next step

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and outcomes for children

the childminder is planning to encourage. Language and understanding is consistently and expertly promoted through relaxed conversations as children play. Children benefit from the childminder's involvement. She is ready to intervene and extend without overwhelming their play. Children become well equipped with the skills they need in order to secure future learning. 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 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 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 1 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 1 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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