Hatton-Smith, Michelle

Inspection report for early years provision

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Unique reference number EY349672 Inspection date 15/02/2012 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 was registered in 2007. She lives with her husband, and three adult children in a house in Twickenham in the London Borough of Richmond Upon Thames, close to shops, parks, schools and public transport links. The whole of the ground floor of the childminder's home is used for childminding. Toilet facilities are accessible on the ground floor. There is access to an enclosed garden at the rear. 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 six children under eight, three of whom may be in the early years age range at any one time. The childminder is currently caring for four children in the early years age range, some of whom attend on a part-time basis and two school age children. The childminder collects children from the local school and attends several toddler groups on a regular basis. The childminder is a member of the

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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 highly stimulating and challenging environment. Their individual learning and development is supported extremely well through the extensive range of play experiences and nurturing interaction, they share with the childminder. Resources are used highly successfully overall, to support children's learning and enable them to acquire skills for the future. Self-evaluation is highly effective in reflecting on the childminder's practice and focusing ongoing improvement and development. Consequently, there is a significant capacity for continuous improvement.

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further?

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

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further?

 extending the resources to further support children in using a range of information and communication technology, for example by including cameras, CD players and tape recorders, in addition to programmable toys.

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the early years provision

The childminder has a secure understanding of safeguarding issues. She is aware of her responsibilities and the procedures to follow if any concerns arise. The childminder has recently completed training relating to safeguarding to refresh and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 update her knowledge. The childminder gives high priority to all aspects of children's safety, supervising them closely and encouraging awareness of their own safety. Risk assessments effectively help the childminder to monitor safety in the home and on all outings. All required records are maintained and are regularly reviewed and updated. The childminder make innovative use an interactive camera and microphone. This enables her to see and hear children if they move just out of immediate sight into the adjoining room to play, for example while she is preparing snack or lunch in the kitchen.

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the early years provision

The childminder's home is welcoming and the ground floor and garden are dedicated to children's play and learning. Indoor and outdoor space is used creatively to facilitate and encourage children's physical development, independence, movement and exploration. The childminder's enjoyment of her work and dedication is evident in all aspects of her interaction with children. She uses her childcare skills and experience acquired over many years, to create a child orientated, professional and well-organised setting. The childminder provides an extensive range of high quality play materials and equipment to support children's learning, which she is constantly reviewing, and increasing. She plans and provides exciting activities and experiences that capture children's interest and encourage them to develop independence as they investigate and explore. The childminder uses her very secure knowledge and understanding of individual children's needs,

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the early years provision

personalities and interests as the cornerstone for planning. Children's development is effectively monitored through sensitive observations illustrated by photographs and examples of their creative work. These are regularly shared with parents and they are encouraged to contribute their children's developmental record. The childminder makes extremely good use of local resources, such as, playgroups, music groups, and the library to compliment the range of home play experiences she provides.

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the early years provision

Positive images of diversity and different cultures are provided in the broad range of resources children use daily. Different cultural events are successfully included in the childminder's planning of themes and activities. The childminder uses self- evaluation highly effectively to reflect on her strengths and identify future development. She demonstrates a consistently high commitment to ongoing improvement and to sustaining and improving on the high standard of care and education she provides. For example, she continuously looks for ways to develop and improve her knowledge through attending training, and obtaining books and publications. She reviews her training needs annually, and updates her knowledge on a regular basis. Children and their families are welcomed and meaningful caring relationships established. This results in excellent communication with parents who praise the childminder highly. Parents' views are sought regularly

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the early years provision

through questionnaires. When children leave her setting parents are asked for their views. These questionnaires in particular reflect how highly parents value the childminder's contribution to their children's care and development. Secure and highly effective professional relationships with other settings children attend, results in children receiving very good continuity of care and successful learning experiences. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children's learning and development is encouraged extremely well through the stimulating and highly motivating environment the childminder creates. Children share nurturing, affectionate and encouraging interaction with the childminder. As a result, they are extremely secure, and thoroughly enjoy their time with her and each other. Children are developing a varied range of skills they will use in the future through all aspects of their play and the extremely well planned daily routine. Their behaviour is exemplary as they are busy and interested in all they do. Children vocalise continually, chatting, smiling and laughing as they play. They are learning to cooperate through meaningful activities they thoroughly enjoy. They sing and laugh as they work together to lift and lower a small parachute.

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and outcomes for children

Children help themselves to toys from the extensive range of quality play materials. Overall, these are highly successful in supporting children's progress in all areas of learning. Children show great interest in aspects of technology. For example, they are encouraged by the childminder to use their imagination with toys that resemble a computer, pressing and lifting tabs on the toy. They use interactive toys, speaking into a toy telephone and listening to their amplified voices. Occasionally, opportunities for children to explore technology are not extended further. For example, by routinely including their use of equipment such as cameras and tape recorders. Children's language and communication are encouraged extremely well through continual discussion, and the childminder echoing what children are saying. Excellent use is made of resources such as homemade picture communication cards and creative use of photographs to

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and outcomes for children

Children enjoy books and sit cosily with the childminder on the settee for a favourite story, listening avidly to her read in an expressive voice. They smile, vocalise and point out illustrations in book, naming familiar pictures they see. The childminder uses phonics effectively to encourage children's awareness of letters and sounds, sounding out letters in their names. Children and play and learn at their own pace during an activity relating to the current theme of animals. The childminder helps them name the animals, making different noises that children link to the animals. Some are named in French supporting children's understanding of each other's languages. Their sustained interest in this activity is extended in the garden where a different set of animals is set out on a large tray. Children sort these into groups and pairs, according to breeds and size. They solve problems continually in their play, calculating how things fit together, completing puzzles and

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and outcomes for children

Children develop an awareness of their own and each other's safety as they play and as part of the daily routine. They help put toys away when they have finished playing, understanding if they are left on the floor they may trip over them. Children enjoy physical activity and have great fun playing outside. They feel the wind blow through their hair, examine the texture of leaves that have fallen on the ground and observe the shoots of spring bulbs appearing in the soil. Children develop awareness of space as they navigate and steer bikes and scooters. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children follow practices such as hand washing and cleaning their own hands with wet wipes as part of the daily routine and understand their hands need to be clean before eating. They help themselves to drinks when they are thirsty, and are ready for their tasty lunch of baked beans, sweet potato and chicken after a busy

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and outcomes for children

morning. 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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