Wachnicka, Margrit

Inspection report for early years provision

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Unique reference number EY347301 Inspection date 22/05/2012 Inspector Arda Halls

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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 2007. She lives with one teenage son and two grown up children in a house in Acton, within the London Borough of Ealing. The ground floor of the house is mainly used for childminding and there is a fully enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register to care for a maximum of four children at any one time. She is currently minding seven children under the age of eight, three of whom are in the early years age group. Children over the age of eight are also cared for. All children attend on a part-time basis. The childminder walks or drives to local schools to take and collect children. The family has fish and rabbits as family pets.

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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

The childminder has a good understanding of children's individual requirements and meets their needs very well. Activities are organised and planned exceptionally well to help children make excellent progress in their learning and to develop extensive skills for their future. The childminder works well in partnership with parents to keep them informed about their children and has developed a good system for working successfully in partnership with other providers and agencies. The childminder has clear procedures for reporting any safeguarding concerns to the appropriate agencies. Overall, the childminder effectively evaluates her setting to provide a good understanding of her strengths and weaknesses. She is committed to providing good quality care for children and demonstrates a significant capacity for improvement.

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further?

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

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further?

 develop increasingly rigorous quality improvement processes, using these to inform the setting's self-evaluation, for example, by creating challenging steps for improvement to fully enhance outcomes for children.

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the early years provision

The childminder has a good understanding of what to do if she has safeguarding concerns about children. Procedures are in place to inform her of how to promote the care and welfare of children effectively. She shares the safeguarding and complaints procedures with parents so they have an accurate understanding of her responsibilities. The childminder conducts regular risk assessments of her home This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and of any facilities she visits with children. She ensures children practise evacuation of her home in an emergency and keeps an accurate record of each evacuation. The childminder has a good understanding of first aid and maintains an up-to-date first aid certificate, providing her with the skills to treat children's minor accidents and injuries effectively.

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the early years provision

The childminder has an interesting selection of resources throughout her home which children are free to explore as they like. This means children remain interested and challenged in their activities. The childminder provides a good environment which is spacious, light and clean for children. She promotes equality and diversity which contributes to improving outcomes for children. The development of children in relation to their starting points is highly effective. Children listen carefully to the childminder and they copy the sounds she makes. They enjoy singing songs and the childminder supports their interest by providing a sing along session with a variety of recorded music.

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the early years provision

Communication with parents and carers is well developed. The childminder observes and photographs children at frequent intervals. She ensures that parents have a record of their children's progress every two weeks. The childminder gathers information from parents and carers when they first attend her setting. She takes account the views of parents, carers and children, incorporating these in her decision making.

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the early years provision

Partnerships with external agencies and other providers are well established. This makes a strong contribution to children's achievement and well-being. Information is regularly shared with external agencies and other providers so that children receive the support they need.

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the early years provision

The childminder communicates an ambitious vision for the setting. She drives and secures improvements effectively overall, although steps for improvement are not always challenging to fully enhance outcomes for children. The childminder attends training, such as for the newly revised Early Years Foundation Stage framework. This provides a significant contribution to the childminder's capacity to improve. Recommendations from the last inspection have been thoroughly addressed. Improvements to promote equality and inclusion have a beneficial impact on all children.

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and outcomes for children

Children enjoy their time immensely at the childminder's home. Their progress towards the early learning goals is excellent. Children actively participate in building towers with the childminder on the rug. They learn to make comparisons in their building materials as the childminder explains enthusiastically which pieces are the same and which pieces are different. Children learn about colours and they learn how to share as they engage fully in their activities. They are developing significant confidence and self-assurance as the childminder discusses their number work on the magnetic drawing board. Children are extremely adept at This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning their numbers and delight in writing numbers at a young age. The childminder is quick to praise and encourage the children. They work harmoniously on a one to one basis and in small groups.

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and outcomes for children

Children appear confident and self-assured as they feel safe in the setting. They have developed a good sense of belonging and children are confident to engage with adults as they play. Children know what the childminder expects of them and understand how to keep themselves safe without adult prompts. For example, they hold the surrounding door frame as they gingerly step over the threshold between the conservatory and the dining area. They recognise which areas of the home are for them to use and understand that they only go upstairs for the toilet when accompanied by the childminder. Children learn how to be safe in the car by using appropriate child restraints and seats when they accompany the childminder as she collects children from different settings.

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and outcomes for children

Children benefit from a selection of healthy and nutritious fruits and snacks mid- morning. They enjoy drinking milk from their miniature china tea cups and saucers, which they have decorated themselves. They learn how to pour their own drinks into their cups and sip their drinks with minimal spillage. Children learn to wash their hands before and after eating, after using the toilet and when coming in from outdoors. The childminder deploys a sustainable hand drying procedure by providing children with their own individual hand towels. They are beginning to understand the benefits of physical play both indoors and outdoors, as they take outings every day to a variety of settings. Children engage in a number of activities to develop good physical skills. They appear content and settled because their health, physical and dietary requirements are well met.

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and outcomes for children

Children's behaviour is good. They are beginning to show a good awareness of responsibility in the home when the childminder asks them to help tidy up. They develop positive relationships with one another and are beginning to understand diversity, as they engage in lots of discussions with the childminder and have access to a selection of books and resources to promote diversity. This results in children displaying good levels of self-esteem with the childminder.

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and outcomes for children

Children develop good skills in communication, language and literacy. They learn to resolve situations by themselves, for example, they want the same toys at the same time. They are developing a good understanding of the world and of problem solving, reasoning and numeracy as they pour their own drinks and make comparisons of different shapes in their play. Children know how to put on their shoes and how to get organised when it is time to go out of the door. They learn that left over vegetable peelings provide a sustainable foodstuff for the rabbits. They are developing good skills to secure their future learning. 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 2 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 2 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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