Bonnar, Linda Dianne

Inspection report for early years provision

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Unique reference number EY432869 Inspection date 17/02/2012 Inspector Jane Nelson

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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 registered in 2011. She lives with her adult daughter in a first floor maisonette in Barnes in the Borough of Richmond Upon Thames, close to shops, parks, schools and public transport links. Access to the home is via a flight of interior stairs. The open plan living room and kitchen diner, a bedroom and toilet on the first floor of the home are used for childminding. There is access, via an interior staircase, to an enclosed garden at the rear.

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Description of the childminding

The childminder is registered on the Early Years Register, and on the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children under eight, three of whom may be in the early years age range at any one time. The childminder is currently caring for one child in the early years age range. The childminder collects children from the local school and attends several toddler groups on a regular basis.

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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 individual needs are the focus for the good range of well planned play experiences the childminder provides. Her secure understanding of child development supports children in making significant progress in their learning and development, at their own pace. They share nurturing and encouraging interaction with the childminder who provides a welcoming homely environment. Good relationships are built with parents and result in information being shared well and parents being involved in most aspects of children's learning. The childminder is aware of the need to work in partnership with other settings children attend. Self- evaluation is used effectively to reflect on what is working well, focus future improvement and identify most areas for development.

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further?

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

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further?

 develop the use of reflective practice and self-evaluation to identify strengths and all priorities for development, that will enhance the quality of provision for all children  develop systems for involving parents in contributing to the observations, assessment and planning This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder understands her responsibilities regarding child protection issues. She is familiar with the procedures to follow if concerns arise or an allegation is made relating to her. She has recently attended training in relation to safeguarding to develop and reinforce her knowledge in this area. Risk assessments are used effectively to minimise potential hazards in the home. The childminder maintains the required record and extends this to include outings. Safety issues are regularly reviewed, and changes implemented when needed, particularly as children develop or when a new child starts with the childminder.

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the early years provision

The childminder is newly registered. Her enjoyment and the pride she is taking in her new career is evident in her enthusiasm and good commitment to ongoing improvement. For example, she is already implementing ideas for activities she has participated in at local play groups in her own setting. Story props, treasure boxes and making her own story sacks have proved a great success. Self-evaluation is used effectively to reflect on what is working well and the childminder views this as a useful tool for her own future development. Although not all aspects are yet fully implemented for example, identifying future training needs and how these may be achieved.

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the early years provision

The childminder builds meaningful relationships with children and their families, resulting in information being shared well. Parents praise the childminder and refer to their trust in her to provide the best care. They comment on the childminder's emphasis on educational aspects. Parent's views reflect the childminder's own, that they are learning together. Parents contribute to children's learning through sharing of information, although this is not yet extended to involve them in participating in observations, assessment and planning. There are no children currently attending the childminder who also attend other settings. She is aware of the need to work in partnership and share information with other settings, if this occurs in the future.

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the early years provision

The childminder makes good use of local resources and different ideas to supplement the range of home based play she provides. For example she regularly attends local play groups with the children and visits many local outdoor places of interest. She makes use of facilities such as local libraries. Diversity and the wider world are reflected in resources, such as books and words in different languages that are displayed. Familiar words in children's home language are provided by parents, and used successfully by the childminder to support children's language development.

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and outcomes for children

Children demonstrate a strong sense of belonging in the childminder's home. They are confident, and show how happy and safe they feel in her care through This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 constant vocalisation, shared laughter, cuddles and their developing independence and exploration. Children are developing a wide range of skills they will use in the future as they play and investigate. Children behave well as they are very happy and engaged in their play. They are developing an awareness of their own safety as they move about and use toys with care. The childminder's calm and reassuring presence supports children as they gradually increase their independence.

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and outcomes for children

Children benefit from the childminder's secure understanding of child development which supports them in making significant progress in their learning and development. For example, her sensitive understanding of observing children and identifying small next steps in their development supports children as they develop their physical skills. The childminder poses appropriate challenges, such as, creating a tunnel from blankets and positioning cushions inside to encourage children's independent movement and safe climbing are successful. This is then extended to real experiences such as using a small slide in the park.

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and outcomes for children

Children's individual interests are followed for example, young children show excitement and great interest in books. The childminder encourages this by linking a book to the 'colour of the day' which she also repeats in children's home language. Planned activities in the local community, such as, visits to the local library for story time encourage and support children's growing interest in books. Books are attractively presented at children's level so they can make independent choices, which they do frequently. The childminder creatively uses story props she has collected herself to illustrate a story she reads to children. They sit cosily on her lap listening intently, vocalising and feeling the different textures of the finger puppets that represent characters in the book. Children are beginning the process of problem solving as they try to fit the finger puppets on their own fingers. They explore and investigate different textures, excitedly helping themselves to the

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and outcomes for children

contents of a treasure box of different items. Children find small pieces of sponge which they feel between their fingers and a ball shape made from netting. They squeal with delight when the childminder throws the ball into the air saying 'boing boing' as she does so. Children mimic her language giggling and squealing, vocalising and repeating the words and action themselves.

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and outcomes for children

Children follow good hygiene procedures as part of their familiar daily routine. They hold their hands out to the childminder for her to wipe them with wet wipes at snack time, and know this is repeated after nappy changing. Toys and books are hung attractively near the nappy changing area to capture children's interest during the nappy changing routine. The childminder sits with children at the table to enjoy their healthy snack of fruit and croissant. Children are developing independence as they help themselves to drinks of water from their own bottle. The childminder praises and encourages this newly acquired skill and children smile, taking pride in their achievement. Children are developing confidence in independent movement as they walk around and balancing against furniture, proudly demonstrating they can lift one leg up. They enjoy a variety of daily outings with the childminder to nearby parks and places of interest where they

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and outcomes for children

have many opportunities for physical play and activities, such as, feeding the ducks. 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 1 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 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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