Stannett, Tina Marie

Inspection report for early years provision

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Unique reference number EY357282 Inspection date 13/12/2011 Inspector Martha Darkwah

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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 one adult child in the Hanwell area of the London Borough of Ealing. The whole house is used for childminding and there is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time; of these no more than three may be in the early years age group. She is currently minding three children in the early years age range. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder holds a relevant early years qualification and is a member of the local childminding network.

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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

Overall, children thrive in this nurturing and stimulating environment. The childminder comprehensively meets their care and education needs and she is very enthusiastic and passionate about doing so. The uniqueness of each and every child and their family are highly valued and inclusion is very effectively promoted. Highly successful systems for self-evaluation lead to continuous improvement in the childminder's service. The exceedingly strong emphasis on partnership with parents and others means that the childminder meets children's individual needs very effectively.

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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 the outdoor area for more investigation of the natural world.

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the early years provision

The experienced childminder takes a very professional approach to her role. Highly effective systems are in place to safeguard children while they are in her care. She has a very clear understanding of child protection; this helps make sure children are safe and secure. She carries out regular and detailed risk assessments for all areas of her home and garden. She maintains a comprehensive record of these and includes careful evaluation of each of the many different outings she undertakes with the children. The childminder routinely discusses safety with the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children and they learn about safe evacuation of the premises in an emergency. She reminds them about sweeping pieces of play dough up from the floor to avoid slipping. She shares her comprehensive policies with parents and reviews them regularly as part of her excellent safeguarding measures.

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the early years provision

The childminder is highly self-motivated and demonstrates an extremely strong capacity to maintain continuous improvement. She draws on a range of sources to help her thoroughly evaluate her provision, including feedback from parents and the children themselves. She makes full use of support available from the local authority and the childminding network by actively seeking ideas to improve her practice. She has effectively addressed the recommendations made at the last inspection. Consequently these have greatly improved the outcomes for children. She is constantly looking to develop her skills even further through attending training courses and by keeping abreast of childcare issues. She uses newly acquired knowledge extremely well to enhance outcomes for children.

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the early years provision

Children thrive in a stimulating child-centred environment which is extremely conducive to learning. Furniture, equipment and resources are of very high quality and suitable for the ages of the children. This comprehensively supports their learning and development. Free-flow access to the garden area provides children with a varied range of experiences and fresh air as part of a very healthy lifestyle. However, there is potential to further develop their opportunities outdoors to explore experiment and discover how things grow.

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the early years provision

The promotion of inclusion is clearly at the heart of this provision and children demonstrate a true sense of belonging. There is ample space for all children to move around comfortably. Children have a dedicated playroom, where they choose what they would like to play with, thereby assisting them to become highly independent and active learners. The childminder shows an exceptionally strong commitment to equality and diversity. She actively and positively promotes the differing backgrounds of children in her care so that no one is disadvantaged or excluded.

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the early years provision

The childminder works highly effectively with others involved with the children, such as local pre-school staff, to successfully aid settling-in and transition processes. Partnerships with parents and carers are excellent, which contribute significantly to every child's individual requirements being met. Parents are very happy with the childminding service provided and hold the childminder in high regard. The childminder puts an enormous amount of effort in to presenting paperwork and displays attractively to children and parents. She provides a wealth of information for parents; for instance, she keeps in touch by e-mail, text and phone, giving parents updates of how their children are settling. Regular use is made of questionnaires to evaluate the quality of care. Parents are fully involved in their children's learning and receive lots of information about their children's well- being and development.

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the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children clearly delight in their experiences with the childminder because she provides extremely interesting activities for them. They make excellent progress in their learning and development in relation to their individual starting points. They enjoy making independent choices from the varied range of high quality items available. At other times they follow the childminder's plans, for example by doing sticking and gluing creative activities or visiting the local library. These experiences are based around children's evolving needs and interests because the childminder gets to know their capabilities extremely well and is fully aware of what they need to achieve next.

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and outcomes for children

Children's individual profiles reflect their excellent progress in all areas. The childminder records the children's developmental progress, using photos and samples of their art work to support her evidence. Observations are thorough and linked closely to the learning areas of the Early Years Foundation Stage. The childminder is developing very effective tracking systems which enable her to plan for the needs of all children in their care.

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and outcomes for children

The childminder constantly encourages children to challenge themselves and has high expectations to which children respond well. She praises them as they accomplish and complete activities. She provides an excellent role model for the children, who reflect her questioning, bubbly attitude by being curious and active learners. She works exceptionally well with the children and enhances their experiences with questions that make them think. Children show they have learnt to share resources and behave very well.

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and outcomes for children

Children make exceedingly good progress in gaining skills for their future lives, particularly in their language acquisition and conversation skills. Older children confidently question what visitors are doing and willingly demonstrate their skills in making marks as they attempt to write their names. They confidently express their feelings, with one child declaring, ' I want the red one'. Children use information and communication technology on a regular basis and have excellent opportunities to develop their problem solving skills. For example, they work out how to build a den using furniture and a piece of fabric. They develop early numeracy skills as they take part in stimulating activities, such as playing musical instruments as they sing number rhymes. They have a treasure box which includes dolls of different sizes. The children fit them one inside the other and compare the sizes. They thoroughly enjoy using their imaginations. They relish playing with the interactive

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and outcomes for children

kitchen centre as they pretend to cook and enjoy freely exploring chalks, paints and play dough.

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and outcomes for children

Children are cared for in an extremely clean, homely environment. Older children manage their personal hygiene routines independently They learn a great deal about healthy living, benefiting from plenty of daily fresh air and exercise, either in the garden, the adjacent play park or on special visits, such as to Windsor. These experiences also enrich their lives and help them learn about the wider world. Children learn to behave in ways that are safe for themselves and others, such as This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 carrying child-sized play dough scissors safely. 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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