Koscinski-Drayton Sarah Beth

Inspection report for early years provision

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Unique reference number EY222447 Inspection date 20/02/2012 Inspector Janice Walker

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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 has been registered since 2002. She lives with her husband and three children aged 10, eight and four years old in Kirkby-la-Thorpe, near Sleaford in Lincolnshire. The home is within walking distance of local amenities, including schools and parks. All areas of the home may be used for childminding, with toilet facilities on the ground floor and sleeping facilities available on the first floor. There is an enclosed rear garden available for outdoor play.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and on both the compulsory and the voluntary parts of the Childcare Register. She may care for a maximum of five children aged under eight years at any one time, two of whom may be in the early years age range. Currently, there are 16 children on roll, four of whom are in the early years age group. The childminder provides care all year round and has a vehicle available for her use. She is a member of the National Childminding Association and holds a recognised childcare qualification.

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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

Policies and procedures are exceedingly well considered and meticulously implemented, which ensures children are safeguarded and their welfare is promoted. Highly comprehensive systems of observing and evaluating each child's progress, combined with the rich and varied environment and expert support from the childminder, means all children make excellent progress in their learning and development. Partnerships with parents and other professionals are highly effective in ensuring individual children get the support they need. Excellent use of reflective practice, alongside continual evaluation, ensures the ongoing improvement of this provision.

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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 level of information shared with parents at the outset in order to more quickly establish starting points for children's learning.

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the early years provision

Comprehensive systems are in place to ensure that children are safeguarded. As a result of regular training, the childminder has an in-depth understanding of her responsibilities relating to child protection and provides parents with this information through her detailed written policies. She has robust procedures in place to ensure that adults are suitable to be in contact with children and provides This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 excellent levels of supervision. Extensive, detailed risk assessments of the home environment and in relation to outings are in place, and new risks, for example, relating to building work, are swiftly assessed and secure measures taken to minimise the risk of accidents. The childminder's business is underpinned by her meticulously completed documentation. This is supported by high quality policies and procedures which provide clear links to good practice and additional

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the early years provision

information. She is exceedingly well organised and provides a highly stimulating environment with excellent resources which are skilfully presented to entice children's interest and engagement. The childminder has an excellent understanding of issues relating to equality of opportunity. She makes superb use of the environment to ensure each child feels valued and welcome in her home and has thorough systems in place to ensure she is aware of their individual needs.

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the early years provision

The childminder works hard to establish positive, effective relationships with other providers where the care of children is shared so that these children benefit greatly from consistency and continuity of their care and learning. She has excellent relationships with parents. They share detailed information about their children's needs and routines at the outset and are fully informed about their ongoing achievements through daily diaries, children's progress records and ongoing verbal exchanges. Regular emails, photograph discs, displays and notice boards provide extensive additional information about what children have been doing. The childminder evidences an outstanding commitment and dedication to her childminding provision. She makes highly effective use of self-evaluation to rigorously and extensively monitor the provision, actively seeking feedback from parents and children to influence this process. She is proactive in attending regular

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the early years provision

training, seeking information from childcare organisations and local professionals, which ensures she continues to extend her skills and knowledge. She makes excellent use of information gained to develop and enhance her provision in order to significantly improve the outcomes for children.

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and outcomes for children

Children make excellent progress in their learning and development because the childminder has an exceptionally good knowledge of the Early Years Foundation Stage, along with a comprehensive understanding of how young children learn and progress. She gathers detailed information from parents at the outset to establish children's interests and makes excellent use of observations to swiftly establish knowledge of children's level of ability. However, there is scope to improve this further by extending the information shared with parents at the outset to include information about the six areas of learning, and this would more swiftly establish clear starting points for children's learning and development. The childminder's rigorous system for ongoing observation, assessment and monitoring of children's progress is highly effective in guiding planning, fully supporting children's continual progress.

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and outcomes for children

The environment is highly stimulating and resources are freely accessible. Children develop strong independence skills as they move around making their own selections regarding their play. Toys and resources include many natural and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 household objects to enhance children's sensory experiences. For example, they place bangles and beads on wooden poles and explore treasure baskets of wooden pegs, sponges, cones and fabrics. The excellently equipped role play area captivates children's interests with its array of real food packages, baking utensils and wide selection of dolls and baby accessories. Here they re-enact real-life experiences, such as changing nappies, cooking and talking on the telephone. The childminder makes excellent use of the local environment to extend learning opportunities. Here children explore the natural world, investigate living things and

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and outcomes for children

participate in larger group activities. Opportunities for children to learn about similarities and differences relating to each of them as individuals, along with a wider view of culture, disability, gender and family background, are meaningful and embedded in daily practice.

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and outcomes for children

Children have strong, trusting relationships with the childminder and move around with self-assurance, confidently seek cuddles as they begin to tire, and quickly and happily settle to sleep. They develop an excellent understanding of possible dangers and how to keep themselves safe through routines, for example, regular fire evacuation practices, road safety discussions and practises, and supervised use of resources, such as knives and scissors. The childminder's ongoing explanation of possible dangers and the consequences of children's actions support this strongly, and they consider carefully where to place the stool to reach the sink and safe places to play with small items where babies cannot access them. Children understand and follow good hygiene procedures; they spontaneously throw away used tissues and wash their hands before meals, and are clear about the importance of these practices. They develop a secure understanding of what

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and outcomes for children

constitutes a healthy lifestyle through routines which include well-balanced meals and regular times spent outdoors for fresh air and physical activity. Children's behaviour is excellent. Their self-esteem is fostered through the many visual reminders that they are a valued part of the childminding environment, such as their personalised named storage spaces and the numerous displays of their photographs and artistic creations adorning the walls in the playroom and kitchen. This is strongly enhanced by the childminder's positive and affectionate interaction with them. Her skilful planning of activities, along with excellent organisation of the environment and ongoing high quality interaction, enables children to become confident and inquisitive with a desire to explore and investigate. Consequently, they are developing exceedingly well the skills and attitudes which they need for their future learning.

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and outcomes for children

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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