Coote, Elaine

Inspection report for early years provision

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Unique reference number EY281219 Inspection date 09/11/2011 Inspector Sonjia Nicholson

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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 2004. She lives with her husband and three children aged 20, 17 and 11 years in a house close to the village of Quainton in Buckinghamshire. The home is within easy travelling distance of the local schools and pre-schools, and the towns of Aylesbury and Bicester are a short car journey away. Most rooms in the house are used for childminding and there is a large enclosed garden for outdoor play. The family has one rabbit. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She may care for up to six children under eight years of age at any one time. Of these three may be in the early years age group. There are currently six children on roll, five of whom are in the early years age group. The childminder is a member of the National Childminding Association and holds a level 3 childcare qualification.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children thrive in this unique setting. The childminder recognises them as individuals and gives the utmost priority to supporting all aspects of their education and welfare. As a result, their needs are fully met and they make rapid progress in their learning and development overall. Partnerships with other professionals and parents are excellent and help to ensure the needs of the children are consistently met. The childminder has an exceptional capacity to continually improve as she is constantly looking at ways of developing her service.

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further?

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

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further?

 increasing the opportunities for children to use information and communication technology resources to support their learning.

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the early years provision

Children's safety is exceptionally well promoted at all times. The childminder undertakes detailed risk assessments for all areas of the home and garden. She has given considerable thought to what measures are needed when exploring the farm environment and going on outings. The childminder provides very good supervision at all times, using wrist straps, reins or a pushchair to keep children close to her. She has a comprehensive knowledge of safeguarding children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 procedures based on previous experience in another role. She has a clear policy and is booked to attend further safeguarding training to ensure she remains completely up to date with current procedures.

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the early years provision

Equality and diversity practices are excellent. Children's care is tailored to meet their unique needs. The childminder adapts activities to ensure children of all ages can participate. For example, she sits one child at the table and the other on her lap so they can both print with sponges. Children benefit from the excellent selection of high quality toys and resources; they are clean, well maintained and easily accessible. The large garden provides excellent opportunities for children to play outside in the fresh air, particularly on the trampoline and with the huge selection of ride-on toys and smaller apparatus.

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the early years provision

The childminder forges excellent relationships with parents who feel fortunate to use her service. They all comment on how happy and settled their children are. Many aspects impress them, including the wide range of activities and the genuine care and affection offered to the children. Parents fully value and appreciate the childminder's service and feel she is highly professional. They describe her as 'loving, organised, competent, kind and sensitive'. Parents are provided with excellent information about their child's progress. They are also very involved in their child's learning, for example, as they help develop activities at home to aid consistency. Excellent partnerships with other early years providers have been developed to ensure there is consistency and coherence for children. For example, the childminder knows each child's key person, shares relevant information and uses the same methods as the local school to introduce phonics.

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the early years provision

The childminder is extremely committed to the children in her care and promoting ongoing improvements. She is currently considering gaining further professional childcare qualifications and becoming an accredited network childminder. Her thorough knowledge of child development and excellent organisational skills are fully embedded in all she does. Through excellent self-evaluation, she is aware of her strengths and areas for development in order to promote highly effective outcomes for children.

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and outcomes for children

Children are highly engaged in a wide range of activities and outings covering all areas of learning. For example, they visit the local children's centre and take part in craft activities and free play sessions. Children's starting points for learning are established by the childminder. She uses detailed observations to plan specific activities for individual children and skilfully adapts activities so that all children can take part. Targets for children's next steps in learning are based on the childminder's observations and recorded on individual education plans. Children demonstrate a strong sense of belonging within the setting and appear very happy and secure. They move freely around the familiar environment and react positively by smiling broadly when the childminder's husband enters the room. They enjoy snuggling up on the sofa for a quiet time after lunch as part of their established This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

routine. Children behave extremely well and any minor incidents are managed swiftly and appropriately by the childminder.

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and outcomes for children

Children's good hygiene is promoted exceedingly well and they develop an excellent awareness of personal hygiene routines. For example, the childminder encourages them to wash the backs and the fronts of their hands. They learn that this is to stop germs spreading and to make sure they do not get a 'poorly tummy'. The childminder encourages parents to provide healthy food from home, which she stores safely and prepares following good food hygiene practices. Children have numerous opportunities to develop their physical skills. For example, they enjoy being outside in the fresh air at play parks where they use large equipment. They also visit the children's gymnasium, which has specialised apparatus, such as, balance beams and springboards. These opportunities promote children's physical skills exceptionally well.

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and outcomes for children

Children solve problems, count and use mathematical language during everyday activities. For example, they count the stairs as they climb up and down and find the 'very, very big' stacking rings as they put them in order. Children's language development is enhanced exceptionally well through the childminder's interaction as she asks questions and makes comments about what is going on. Nursery rhymes are used prolifically to introduce new vocabulary and help children recognise word patterns. All children have their favourites, which they sing each day. Children express themselves creatively in a variety of ways. They make a diva candle for Diwali, create an autumn tree by printing with sponges and make cakes and biscuits as part of a weekly cookery activity. The distinctive setting allows children to explore the natural environment and learn about the world around them. They go for walks around the farm and observe working practices, such as,

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and outcomes for children

Children have excellent opportunities to develop skills for the future by using every day technology. For example, they use remote controls, press the buttons on lifts when out with the childminder and use an interactive reading system. Younger children explore toys that teach them 'cause and effect'. However, they do not yet have experience of using equipment, such as, a computer where they can manipulate a mouse and use a keyboard. Children are consistently encouraged to play safely. For example, the childminder reminds them to tidy away the toys on the floor so they do not trip over and they eagerly comply with this request. Children practise the evacuation drill regularly so they know how to leave the home quickly and safely in an emergency. 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 1 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 1

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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

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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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