Paddon, Helen Claire

Inspection report for early years provision

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Unique reference number EY355478 Inspection date 26/01/2012 Inspector Lynne Talbot

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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 three children aged 10, five and three years in Welwyn Garden City, Hertfordshire. The whole of the ground floor of the home is used for childminding purposes. There is a fully enclosed garden for outside play. The family has two pet cats.

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Description of the childminding

The childminder is able to provide care on each weekday during term-time and school holidays. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than two may be in the early years age range. There are currently four children attending part-time hours, two of whom are within the early years age range. The childminder is able to take and collect children from local schools and pre-schools.

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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

Children's individuality is recognised by the childminder who has a very good understanding of their needs and interests. She creates a close working relationship with parents and is considering partnerships with other settings once children attend them. These steps ensure that children's needs are met and that activities offered support good progress overall in their learning. The childminder promotes children's health and welfare through daily routines, comprehensive assessment of risk and an excellent safeguarding awareness. She shows drive and commitment, providing a good basis for development but is yet to extend and detail regular reflective practice to enable reflection on the overall care and continued outcomes for children.

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further?

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

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further?

 develop further the observations and assessments of each child's achievements, interests and learning styles; ensure that planned learning builds from what children already know or can do closely tracking that development, and build on the learning being attained in their own home  gain further understanding of reflective practice in order to confidently identify aspects of the childminding service that are done well, and those aspects that might be improved, so at to continue to promote good outcomes for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is well promoted because the childminder has a good knowledge of the Early Years Foundation Stage. She has an excellent understanding of her responsibilities relating to safeguarding, implementing robust procedures to protect children. The childminder ensures that all persons required undertake the appropriate checks to safeguard children. Risk assessment is comprehensive for the home and all excursions. An individual risk assessment for every child fully ensures their safety. Children practice emergency evacuation procedures every month and a log is maintained. Smoke detectors are checked each week to ensure safety in the premises. Procedures for illness and medical assistance are well planned and details of the procedure for uncollected or missing children are in written policies. The childminder offers an inclusive service to children and works with parents to understand each child as an individual. Children explore the

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the early years provision

community and society in which they live. They use local facilities including soft play centres, farms and local attractions. Children have a good range of equipment and activities that will support their interest in the world around them. The childminder uses these to help them to explore and question differences in gender, ethnicity, language and culture.

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the early years provision

The relationship with parents is very good. Parents share the daily diary and review the learning journals every three months. Regular questionnaires ensure that parents understand the ongoing assessments made but they are not yet fully involved in the planned learning programme. Notice boards and an extensive range of policies keep them fully informed. Parents comment that the childminder is 'professional, reliable, courteous' and has a 'very can-do attitude', also that they are very happy with the excellent care and the way in which she is managing children's development. The childminder has not yet cared for any children who have special educational needs and/or disabilities. However, she has a clear understanding of the importance of working with other professionals to provide a good level of support for such children when the need arises. The childminder does not currently care for any children who attend other early years provision.

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the early years provision

However, she is aware of the importance of sharing information with other settings when appropriate to support children's continuity of care. The childminder demonstrates enthusiasm for her work and is motivated to continue making changes that improve outcomes for children. She has attended all required training, as well as sessions to develop observation and assessment. A written self- evaluation document has been completed but ongoing reflective practice, whilst developing, is not yet fully established to identify strengths and areas for improvement.

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and outcomes for children

The childminder fully understands the Early Years Foundation Stage learning and development. Extremely informative learning journals are compiled for each child. She successfully integrates her knowledge of their abilities and interests when This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 planning activities to incorporate next steps. However, observation, assessment and planning do not build from a baseline assessment or involve parental input. This means that potential learning opportunities may not be maximised to progress children towards the early learning goals. Younger children begin to use toys to represent what they see and understand from the world around them. Trains and tracks are explored with tunnels, signals and platforms set to make complete 'towns'. The childminder offers a continuous commentary on the daily routine, including teaching about colours, numbers and shapes as the children play with

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and outcomes for children

toys of their choosing. They listen and respond as the childminder helps them to count slowly from left to right.

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and outcomes for children

Children are given daily opportunities to develop physical health. They visit local parks and facilities including soft play centres. Young children explore a range of early technology including battery operated toys and music players. The childminder is skilled at introducing activities that build on children's interests. For example, an interest in trains has led to a transport topic including a visit to the railway station. Children have made a 'zebra' crossing and traffic lights to practice road crossing and continued this actual road crossing in the community extending their personal safety awareness. Vehicles have also been introduced into creative works, making tracks and patterns with cornflour. Younger children use treasure baskets exploring tactile experiences and extending concentration skills. Books are accessible and well used; story sacks equipped with props encourage children to explore story-telling and drama. Children explore world events, such as, Australia

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and outcomes for children

Day and Remembrance Sunday to learn about the world around them.

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and outcomes for children

Hygiene routines are robust and help children to understand personal hygiene and its link to their well-being. Each child chooses their own hand towel and hand wash posters in both bathrooms act as a reminder to the children. Younger children have their routines met to ensure that they eat regularly. They enjoy foods from all major food groups and plans for menus are shared with parents. A five-a-day food lotto game, made by the childminder, helps children to explore foods that support health. Children learn about the environment through sorting plastics and papers for the recycling containers. They are encouraged to show an interest in the environment when they question the use of food waste in bins and compost containers. The childminder fosters children's emotional well-being by praising children frequently. Children show a sense of contentment and security in the home, seeking close and affectionate attention from the childminder. They are

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and outcomes for children

learning to be independent and form relationships. Consequently, children are developing the attitudes that help them to develop skills for the future. 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 2 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 3 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 2 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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