Childcare on Domestic Premises, Full day care in Devon

Inspection report for early years provision

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Unique reference number EY440980 Inspection date 04/07/2012 Inspector Samantha Powis

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Type of setting Childcare - Domestic 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 setting

Dart Bridge Childminders was registered in 2012 and operates from purpose built rooms within a family home in Buckfastleigh, Devon. The setting is open Monday to Friday from 7.15am to 6.30pm, for 51 weeks of the year. The setting is registered as childcare on domestic premises. The manager of the setting and some of the staff team are also registered childminders. They occasionally operate under their childminding registrations, but inform parents of when this arrangement applies.

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Description of the setting

The setting is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. A maximum of 18 children under eight years may attend at any one time, of whom 14 may be in the early years age group. There are currently 30 children on roll, 18 of whom are in the early years age range. There is a pet rabbit and fish at the setting.

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Description of the setting

There are six members of staff who work directly with children, four of whom have appropriate childcare qualifications, and one of whom is working towards a level 2 qualification.

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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 are happy, settled and making good progress within the homely and welcoming setting. Staff understand their roles and responsibilities, which helps them to support children's safety and welfare well. Excellent relationships established with parents and others working with children means staff have a secure understanding of individual needs. Very good use is made of available space including outdoor areas, to enhance children's play and learning experiences. Children enjoy access to a broad range of resources and toys, which are generally stored appropriately to allow them access. Effective systems are in place for self-evaluation. This means the capacity for the setting to maintain continuous improvement is good.

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further?

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

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further?

 consider further the organisation of equipment and resources to ensure they are easy for children to access independently. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Good procedures and high levels of supervision help to support children's safety. Staff understand safeguarding procedures and take positive steps to promote children's welfare. Detailed written risk assessments help to ensure the environment is safe and suitable. Thorough recruitment and vetting procedures help the manager to confirm staff's suitability to work with children. Effective practices followed by staff help to support children's health. They support children in blowing their nose and wash their hands promptly afterwards, minimising the risk of cross infection. Comprehensive use of documentation helps to safeguard children's welfare.

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the early years provision

An experienced, highly qualified and dedicated manager leads the setting. She is supporting the relatively newly established staff team in developing their own knowledge and skills to help ensure consistency through all aspects of the provision. Staff are actively encouraged to continue to attend training and improve their skills. Staffing arrangements work well in helping to ensure familiar adults care for children. This includes an identified key person for each individual child. The environment is welcoming to children. Pictures and posters adorn the walls, giving children a real sense of belonging. Creative use of space provides children with many different play opportunities such as using the soft play and ball pool or experiencing the lights and sounds in the sensory area. Wet weather clothing is available which means that children can enjoy using the outdoor play space regardless of the weather. A separate area for babies is available to provide them

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the early years provision

with a safe and quiet area for play or rest if they need it. An incredibly broad range of resources are available to suit the needs of all those attending. However, the storage of these resources does not always enable children to access them easily by themselves. For example, a book unit is so full up, that children find it hard to find a book of their choice without risking damaging others. The environment is adapted to support individual children's needs, helping them to feel valued and included. Resources which reflect a diverse society are freely available, encouraging children to value and respect difference.

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the early years provision

Highly effective partnerships are established with parents, carers and others involved in supporting children's needs. This helps to provide a consistent approach. The prospectus, newsletters, notice boards, diaries and daily discussions with key persons mean that all those involved have an excellent understanding of children's all round needs, preferences and circumstances. This helps to ensure each child and family is valued, respected and fully supported. Parents state that children are extremely happy and cannot wait to come, and that they feel very welcome and included at the setting. The setting is pro-active in linking with local schools and pre-schools, helping to promote consistency and ease the transition for each child.

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the early years provision

Systems for self-evaluation are good. Staff and parents are fully involved in evaluating the success of the provision through questionnaires and discussions. The manager regularly monitors aspects of the provision to identify areas for improvement, this includes monitoring staff practice. This helps her to make This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 positive changes to benefit children's care and learning. She seeks advice and feedback from early years professionals and uses this to help to identify positive improvements that can be made to benefit the children.

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and outcomes for children

Children are settled and secure as familiar adults who understand their individual needs support them very well. They are confident in the consistent daily routines and enjoy many opportunities to join in with both planned and self-chosen activities. Staff plan activities that are relevant to children's interests, preferences and individual circumstances. They make observations as children engage in play which are in turn used to plan future activities. This means that, overall, activities support children's learning and development very well. Children are supported well by staff who encourage their learning through their positive interaction and involvement.

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and outcomes for children

Children arrive at the setting keen to get involved in activities. They call out the names of their friends and staff, demonstrating how familiar and secure they feel. Children develop a strong sense of belonging and feel proud of who they are. Staff are sensitive with regards to family circumstances, which at times may affect children's attitudes and dispositions. For example, staff provide additional opportunities for children to play with dolls prior to the arrival of a new baby. This means that children receive the support they need to feel secure and adjust well to changes in their own lives. Staff use successful strategies to manage children's behaviour, reminding children quietly but promptly about boundaries and expectations which are often there to keep them safe. They begin to recognise their own feelings and consider the feelings of others as they are involved in group activities. This helps them to form strong friendships and gain important skills for

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and outcomes for children

Children enjoy books and stories. Text used throughout the setting helps children gain awareness that print carries meaning. Children use their name cards during the session, starting to recognise the familiar pattern. Children's awareness of letter sounds and shapes is extended as they take part in group activities. They are all challenged to think of someone's name that starts with a 'N' sound; 'Nikki' some of them call out, proud of their increasing skill. They learn new words as they take part in exciting activities such as pizza making. They identify the different pizza toppings and talk about the tools they need to use to open the tin and grate the cheese. As children participate they talk about the types of food which are healthy, helping them to make positive choices with regards to their own health in later life.

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and outcomes for children

Children frequently use number during their play. They identify simple two- dimensional shapes with increasing confidence. They happily engage in role play, using the dressing-up clothes provided. Sometimes staff link role play to specific learning themes such as road safety. This helps children develop an awareness of how to keep safe when they are out and about. They enjoy using their senses to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 explore and investigate. Chidlren are fascinated as they use lights, torches, disco balls and shiny paper to light up the reflective and fluorescent pictures on the wall. Younger children use their hands and mouths to explore the textures of the different balls, starting to make sense of the world around them. Creative resources are provided that encourage children to use their imagination. A two- year-old describes her chalk picture, explaining about the 'big bad wolf'. They use

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and outcomes for children

simple electronic equipment and toys that produce a response to a command, such as pop-ups, developing their confidence in using technology. Children enjoy visitors to the setting such as a local farmer who brought along some new born lambs. This helps children to learn about the local environment in which they live. They also participate in activities that raise their awareness of the wider world. During a project about homes, children talk about their own home and carry out research into different homes and buildings around the world. They also celebrate festivals such as Chinese New Year, and learn about different cultures. This helps children to develop a respect and awareness of others. 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 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 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 2

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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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