Khatun, Najma

Inspection report for early years provision

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Unique reference number EY432985 Inspection date 15/05/2012 Inspector Emma Spooner

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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 2011. She lives with her husband, their adult son and 11 year old daughter. The whole of the ground floor is used for childminding. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered on the Early Years Register and on the compulsory part of the Childcare Register to care for a maximum of six children at any one time, of whom no more than three may be in the early years age range. There is currently one child attending in this age group. She also offers care to children over five to 12 years. She is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children are happy, settled and content in the childminder's home. Children engage in a range of appropriate activities, feel safe and secure and develop close relationships with the childminder. The childminder works effectively with parents and knows each individual child well, ensuring that all children are valued and included. The childminder has only been minding for a brief period, so the resources available to promote children's understanding of diversity and outdoor learning are limited. The childminder recognises the need to reflect on the quality of her provision, although an effective system to support self-evaluation is not yet in place.

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further?

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

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further?

 use a quality improvement process, such as, the self-evaluation form, to identify strengths and priorities for development that will improve the quality of provision for all children  enhance the availability of positive images to support children's understanding of cultural diversity and physical differences  develop the range of resources available for babies to use in the outdoor learning environment.

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the early years provision

Children's welfare is a high priority of the childminder who has effective systems in place to assure their safety and well-being. She has a clear understanding of local safeguarding procedures and informs parents of her responsibilities should she have any concerns about children in her care. Policies, procedures and records are detailed, include relevant telephone numbers and are well-organised. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder completes comprehensive risk assessments which cover all aspects of the environment, both inside and outside of the property, and also utilises risk assessments completed by the local childminding group which she attends.

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the early years provision

The childminder makes good use of her home to provide an inviting and comfortable environment, well-equipped to meet children's learning and care needs. A broad range of resources and equipment are available which are mostly stored in child-friendly drawers and boxes. The childminder demonstrates a positive attitude towards children choosing independently at the appropriate stage in their development. She has identified a local toy library to support her in varying the types of resources she provides to suit the needs and interests of individual children. The childminder has attended recent training to update her knowledge of how to communicate effectively with young children. As a result, she has begun to develop resources, such as, a treasure basket, to develop these skills with babies.

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the early years provision

The childminder demonstrates a basic understanding of the need for continuous improvement and has begun to look for ways to improve her provision. She has identified some appropriate targets, including, training courses and the development of her own ability to utilise the process of self-evaluation. The childminder has developed an equal opportunities policy to improve her provision with regard to equality and diversity, which is appropriately fostered, meaning that children feel valued and included in the life of the setting.

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the early years provision

Partnership with parents is a key strength of the childminder. From the outset she takes great care to understand each child and their individual starting points and needs, gathering information from parents and the child's extended family. This means that parent's wishes and children's individual needs are effectively met. The settling in process is efficient and flexible to suit the needs of parents and children, ensuring that everyone is happy and children feel secure. Parents value the informal hand over discussions which occur daily on the arrival and collection of the children. This means that parents can become involved in their child's learning and each child is well supported in making progress towards the early learning goals. The childminder understands the importance of working with other professionals and settings to provide appropriate support and continuity for all children.

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and outcomes for children

Children enjoy being in this setting, arrive with smiles on their faces and are familiar and secure within the environment. This is because the childminder meets their needs and has formed positive relationships with them. This supports children well during changes to their routine, which are discussed with parents at the beginning of each day. Babies are beginning to sit, reach, roll and grasp objects because they are well supervised in a safe and comfortable environment. For example, they are supported by large cushions when sitting independently and the childminder is always close by if a child becomes uncomfortable or unsettled. Children are encouraged to socialise with others of the same age by attending local This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder groups, where they also develop their knowledge of the world around them. The childminder uses her own background to promote a positive attitude

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and outcomes for children

towards different languages and diversity, although supporting resources within her home are less well developed.

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and outcomes for children

Children's good health is well promoted by the childminder. She demonstrates good hygiene routines when changing nappies, washing hands and preparing food. She has sound policies regarding children's sickness to prevent the spread of infections. Babies are able to enjoy nutritious food because the childminder is confident to talk to parents regarding healthy choices. For example, she gives advice about foods and textures appropriate to their age and stage of development during weaning. Babies are beginning to reach for toys of interest because the childminder puts them a little further away, encouraging the development of mobility skills. Children are able to enjoy fresh air and exercise because the childminder walks to the local library and the garden is used during fine weather. The resources available for babies to play outdoors, however, are limited.

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and outcomes for children

Children are making steady progress towards the early learning goals as the childminder is beginning to observe their play and understands their starting points, progress and next steps in their learning. She is aware of how children learn through play and many activities are child-initiated with generally appropriate intervention to support and extend learning. For example, when looking at the mirror side of a soft toy, the childminder gently moves the fabric around the edge to make a scrunching sound. Babies are curious about the surrounding environment and develop confidence and independence as they access inviting resources based on their interests. For example, a variety of musical instruments, rattles and electronic toys with lights and sounds. A wide range of books can be accessed, which are happily explored with the childminder. She uses appropriate language to name key features, such as colours, although sometimes misses other

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and outcomes for children

opportunities to develop vocabulary skills. Verbal and non-verbal communication is encouraged and valued with children's gurgles and sounds being rewarded with smiles and praise. 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 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 3 The extent to which children develop skills for the future 3

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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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