Cole, Samantha Louise

Inspection report for early years provision

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Unique reference number EY434261 Inspection date 25/01/2012 Inspector Marcia Robinson

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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 originally registered in 2004 but re-registered in 2011. She lives with her three children, including one in the early years age group. The family live in Lower Sydenham in the London Borough of Lewisham, close to shops, parks and schools. Children have access to all areas on the ground floor and bathroom facilities are available on the first floor. There is a fully enclosed garden available for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children at any one time, of whom two may be in the early years age group. She is currently minding one child in this age group and also offers care to children aged over five years. The family pets include a pet rabbit that is housed outside in the garden.

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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

Overall, children make good progress in their learning given their age, ability and starting points. This is due to the childminder's clear understanding of the children's individual learning needs and effective methods of tracking their progress in all areas of learning. The documentation in place is effectively used and children's safety is promoted well. Engagement with parents is good overall and ensures that the childminder has a thorough understanding of children's individual needs and abilities. The childminder shows a strong capacity to maintain continuous improvement. For instance, she has recently started to make use of self-evaluation in order to identify strengths and areas for development.

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further?

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

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further?

 extend the range of resources to support children in learning about their own cultures, religions and backgrounds  establish further the systems for parents and carers to be involved in supporting their children's ongoing learning and development.

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the early years provision

Effective systems are in place to help safeguard children and promote their welfare. The childminder is an experienced childcare practitioner who is very motivated about her continual development and learning. For instance, she makes good use of local training opportunities and has recently achieved a recognised childcare qualification at Level 3. She shows a good understanding of child This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 protection issues and attends relevant safeguarding training. This ensures she is aware of the procedures to follow if she has any concerns regarding the welfare of a child in her care. The childminder has a detailed range of policies and procedures in place, including a comprehensive safeguarding policy, that is shared with parents. Security and safety of the home is well maintained. Rigorous risk assessments for the home and outings, together with regularly practiced

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the early years provision

emergency evacuation procedures, help ensure children are kept safe. The childminder also holds a valid first aid certificate and all the required documentation that supports children's health, safety and well-being is in place and is professionally maintained. Children's play opportunities are maximised through the effective organisation of space, time and resources. As a result, children enjoy a broad range of activities and outings that successfully challenge their learning and development.

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the early years provision

The childminder works closely with parents to make sure she has a thorough understanding of each child's background and needs. This helps ensure that children settle in quickly, promoting equality and diversity well in most aspects. For instance, she adapts care where needed, to fit in with individual routines, or helps children learn about diversity through well planned activities relating to a variety of cultures and beliefs. The imagery within the resources positively reflects the wider community, although the backgrounds of the individual children attending the setting, is promoted to a lesser extent. Nonetheless, the childminder has built good relationships with parents, who receive a comprehensive range of information through the policies and procedures available, in a folder and displayed on the notice board. Parents are kept well informed about their child's day and the provision itself through a daily diary, verbal discussions and progress reports.

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the early years provision

Although, the childminder regularly shares children's developmental records with parents they are not yet fully involved in the process for contributing to their children's learning and development. The childminder however, makes use of feedback from parents as well as links with other childminders to monitor and evaluate her provision. She strives to continually develop the service, and actions taken are well chosen to improve outcomes for children. For instance, she updates documentation and is planning to refurbish the garden into a more child-friendly learning environment for children. She confidently demonstrates an understanding of the importance of developing partnerships with other settings and agencies. However, none of the children on roll attend other early years settings or have support from other agencies.

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and outcomes for children

Children have good relationships with the childminder, who is warm and responsive towards them and attentive to their needs. Given the children's ages and stages of development they are well behaved. The childminder is skilled in teaching the children the importance of sharing and being kind to one another. She takes time to talk to the children and explain at a level they can understand. The childminder uses the space in her home effectively, so that children can easily access resources that reflect all areas of learning. The learning environment is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 welcoming and motivating children to learn. It is also enhanced through photos of the children engaged in activities and outings, promoting their sense of belonging. Toys and equipment are of good quality and are suitable for the ages and abilities of the children attending. Children's physical care needs are met effectively

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and outcomes for children

through use of a good range of child-sized furniture. Children are supported well during play as the childminder encourages them to explore and interacts with them well during play. She has established clear methods of assessing children's progress and uses this information to plan a broad range of activities that reflect children's learning needs and interests. Her observations are supported by photos and samples of children's creative work, which are clearly linked to the expectations of the early learning goals. Children have good opportunities to enjoy, achieve and develop their skills for the future. They develop their creative skills while making purposeful marks using a range of paint, collage and malleable materials during adult-led activities with the childminder. Young children imitate adults while playing imaginatively with dolls and accessories; this enables them to act out real life experiences. Children's language skills are supported effectively as

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and outcomes for children

the childminder encourages their attempts to communicate and learn new words. They enjoy cozying up for stories with the childminder, singing and dancing to their favourite nursery rhymes such as 'twinkle, twinkle little star', enhancing their language and physical skills. The childminder effectively uses daily routines and engages well with children; encouraging them to count, understand numbers and recognise shapes and colours. An example of this is where bricks are used to build simple structures as they enjoy placing them one on top of another. Younger children confidently use simple jigsaws, construction resources and cause and effect toys. While older children learn how to skilfully use the computer to play age-appropriate games or to research information. In addition, children are able to learn about the local environment and develop their social skills during regular outings to children's groups and the library with the childminder. Taken together,

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and outcomes for children

these experiences help children to develop the skills that they need for their future learning.

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and outcomes for children

Children are welcomed into well-organised, clean and well-kept premises where they have sufficient space to play. Younger children show a strong sense of security and feel safe as they climb on the childminder's lap and snuggle in for cuddles. They confidently move around the areas used for childminding and help themselves to toys and play materials. Children are developing a good understanding of being safe, for instance, they practise emergency evacuations and learn about road safety while outdoors. Here, older children remember to use the green cross code when crossing the road and they all follow simple but effective rules, such as being kind to each other and taking off their shoes while indoors. Children enjoy a range of activities that contribute to their good health. For example, they walk to school and play outside every day as part of a healthy lifestyle, enjoying the fresh air and exercise. Children are active or restful and

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and outcomes for children

sleep in line with their individual needs and parent's wishes. They benefit from regular freshly cooked meals that meet their nutritional needs, and are eager to choose from a range of fresh fruit and raisins at snack time. Children are beginning to understand and adopt healthy habits and clean their hands before snacks where they are provided with separate hand towels. This is supported by the childminder who takes careful precautions when she changes nappies to help reduce the risk of cross-infection. The childminder's good relationship with parents and sound This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 procedures ensure all relevant documentation with regard to health, are in place and up to date. These positively safeguard children's well-being. 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 2 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 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

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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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