Ferguson, Melanie

Inspection report for early years provision

p.1

Unique reference number EY269972 Inspection date 21/10/2011 Inspector Jennifer Beckles

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 registered in 2003. She lives with her husband and three children, aged six, 10 and 13 years, in a house in St Albans. The whole of the house is used for childminding and there is a fully enclosed garden available for outdoor play. The family has two pet guinea pigs.

p.4

Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time. There are currently five children on roll, three of whom are in the early years range. She travels to local schools to take and collect children. The childminder also visits local toddler groups and baby gym sessions.

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 make good progress in their learning and development because the childminder has very good knowledge of the children and works effectively with their parents and carers. This also ensures that children's individual needs are well met. Overall, children's learning is well supported by the wide range of toys and resources available to them. The childminder regularly evaluates the quality of her provision and has good awareness of her strengths and weaknesses. She is committed to continually improving her provision for the future.

p.4

further?

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

p.4

further?

 use training made available by the local authority and other sources  improve equipment and resources that are sufficient, challenging and interesting and that can be used in a variety of ways to support physical development.

p.4

the early years provision

Children are safeguarded and well protected in the setting because the childminder has excellent knowledge of local safeguarding procedures, which includes contact details if she is concerned about a child. All household members are suitably vetted. Children are kept safe because she regularly reviews and updates her risk assessments which cover the main areas that children use within her home and garden. The childminder teaches the children how to use their environment and resources safely, for instance, by having house rules, such as no running indoors. Children are also further protected because the childminder keeps good records, including accident, medication and attendance records.

p.4

the early years provision

The childminder uses her knowledge of the Early Years Foundation Stage well to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 support children's learning. However, recent training in this area has not occurred, and as a result there are missed opportunities to enhance her practice. The environment is well organised. There area rich and varied range of resources for children to choose from which cover all areas of learning, such as electronic toys and cause and effect resources for babies. Children are able to choose what they would like to play with and can access most resources for themselves such as books, a broad range of construction sets, and small world resources. This means that they are able to thrive and make good progress in their development.

p.4

the early years provision

The childminder has very good awareness of her strengths and weaknesses. She continually looks for ways to improve her provision for the children and to this end sets herself highly relevant targets. For example, she plans to attend training courses to get ideas on planning and observation methods. The childminder has addressed previous actions and recommendations promptly and effectively. For instance, she now has a leaflet about safeguarding.

p.5

the early years provision

The childminder forms highly effective working relationships with parents and carers. She obtains useful information about each child, such as their different stages of development, likes and dislikes, dietary and personal care needs. This means that parents' wishes and children's individual needs are effectively met. The childminder and parents share important information about the child's starting points during the settling-in period. Additionally, she uses daily diaries to record children's well-being and activities. This is shared with parents regularly, along with records of children's development containing observation notes, samples of work and photos of children's achievements. This means that parents can become involved in their child's learning and each child is well supported in making progress towards the early learning goals. Furthermore, parents views are regularly sought on her provision and help to inform her self evaluation and key

p.5

the early years provision

priorities for development. Strong relationships with other provisions and professionals involved with the children are firmly established and contribute well to supporting children's welfare and learning. For instance, links with health professionals who support children assist the childminder by offering advice on care and education plans.

p.5

the early years provision

The childminder offers committed and sustained support to children who have special educational needs and/or disabilities. Her experience in this area is an asset. Children are learning to develop positive attitudes towards themselves and others because the childminder talks to them about differences, challenges any discriminatory comments and teaches them about other cultures and beliefs.

p.5

and outcomes for children

Children really enjoy being in this setting and are familiar and secure in their routines because the childminder is careful to meet their needs. Children are able to move freely and safely around the setting because the childminder ensures their environment is safe. For example, each day she carries out various risk assessments to identify and rectify any potential risks. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children's good health is promoted effectively by the childminder. They show awareness of how to stop the spread of infection by readily washing their hands before eating and after using the bathroom, and older children support younger ones in the process. The children make good choices in food because they are offered nutritious meal choices and healthy snack options, such as fruit. Children get fresh air and exercise by using the garden or local recreation ground daily

p.5

and outcomes for children

where they develop a range of physical skills, including running and jumping.

p.6

and outcomes for children

Children are making very good progress towards the early learning goals because the childminder plans activities around their needs and interests. She regularly observes what they can do and records their progress so that their next steps are identified. Children are developing good language skills. They enjoy looking at books, turning pages to find their favourite picture and talking about what they can see. The childminder provides various small world resources so that children can create their own imaginary adventures and engage in talk as they play. She also has a wide range of dressing-up clothes to support language development. During play, children experiment with words, negotiate roles, question and respond to each other. The children have plenty of opportunities to experiment with mark making, writing and drawing resources, for instance, crayons, colouring pencils, felt pens and a range of paper enable children to write and draw. Children

p.6

and outcomes for children

are learning to count in everyday situations, such as on shopping trips when they count the number of cars or trees along the way. They also practice counting by using stacking hoops, an abacus, and stacking cups. Shape recognition is supported through use of puzzles and everyday activities which encourage children to solve problems and think critically. For instance, they work out the correct holes for different sized screws while using the work bench. Children develop an understanding of the world by playing with small world toys, such as railway tracks. They learn about technology by operating electronic toys and cause and effect resources. They develop understanding about life processes through planting and growing seeds in the garden. However, there are a small selection of resources for outdoor physical activity. This means that there are missed opportunities for children to explore their physical skills.

p.6

and outcomes for children

Children behave well in this setting. This is because the childminder sets clear ground rules for behaviour and uses age-appropriate strategies, such as distraction techniques for very young children, along with praise and reward. The children play well together by cooperating and sharing ideas and resources. Children are learning about their own and other cultures and beliefs because they celebrate many festivals, including birthdays, Diwali and Chinese New Year. 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 2 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