Nuciforo, Jennifer

Inspection date

Previous inspection date 13/11/2012 03/03/2009

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder works effectively with her co-childminder to provide a safe, secure and homely environment, in which children learn and develop essential skills to prepare them for moving on to pre-school and school.  The childminder knows children very well and is therefore successful in meeting their individual needs.  Children have established very secure and positive relationships with adults and other children. As a result, they are confident, happy and keen to learn.  Good opportunities are provided for children to participate in local group activities and enjoy regular outings. These experiences help them to develop good social skills and increase their awareness of their local community.  Children are curious, inquisitive and keen to learn. The childminder interacts skilfully to support, encourage and challenge children appropriately in their play. As a result, they make good levels of progress in their learning and development.

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It is not yet outstanding because

 The range of opportunities for children to compare length, weight, capacity and time are not extensive.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed the environment and management of children's well-being.  The inspector looked at children's assessment records.

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Inspection activities

 The inspector looked at the written self-evaluation document and a selection of policies, procedures and children's records.  The inspector observed the childminder interacting with children.

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Information about the setting

The childminder registered in 2005. She works at the home of her mother, who is also a registered childminder. Children use all areas of the childminders home. A secure rear garden area is available for outdoor play activities. The childminder and her mother have a dog.

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Information about the setting

There are currently eight children attending who are within the early years age group. They live locally and some also attend pre-school and school. The provision is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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To further improve the quality of the early years provision the provider should:

 provide rich and varied opportunities through purposeful activity for comparing length, weight, capacity and time.

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who attend

The childminder provides a broad and balanced range of activities for the range of children attending. She considers children's unique preferences, abilities and interests when planning and makes sure that favourite toys are readily available. This helps children settle when they arrive. The childminder interacts well to support children's learning and development through their play. She is skilful in her ability to encourage children to persevere with new challenges, in order that she helps them to achieve their goal. For example, when very young children are learning to feed themselves, she provides plenty of praise for their efforts. As a result, they are reassured and continue to practise these skills, enjoying the high level of attention they receive. The childminder focuses well on the promotion of children's future skills, such as good manners, cooperation and independence. She is aware of how important these are during their transition from one

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who attend

setting to another. For example, she knows that by teaching children these essential skills, they will cope better when they move on to pre-school and school.

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who attend

The childminder demonstrates a secure knowledge and understanding of the Early Years Foundation Stage learning and development requirements. She also makes reference to the Development Matters in the Early Years Foundation Stage guidance document, in order to effectively identify appropriate areas for children's future progress. Children's assessment records contain examples of their work, photographs and recently completed written assessment summaries which have been shared with parents. The childminder is confident to describe how children learn and develop through their daily routines and planned activities. She demonstrates a good understanding and ability to promote the learning and development of young children. She works effectively in partnership with parents to share useful levels of information about children's starting points. As a result, she helps children to settle quickly and is able to provide appropriate experiences, based

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who attend

upon their individual needs, to help them to flourish. She continues to provide information to parents about topics the children are exploring, in order that they can support children's learning at home.

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who attend

The childminder works effectively to support children's learning through skilful interactions, careful questioning and by providing interesting and appropriate challenge. For example, when children are attempting to dress themselves before going outdoors, they are encouraged to develop independence. This is achieved as adults talk them patiently through how to manage the zip, encourage them to take their time and secure it carefully before pulling it gently upwards. They do not complete the task for them, unless it is absolutely necessary. As a result children learn rapidly and are confident to try to complete tasks for themselves without fear of failure. Children communicate effectively with others through facial expression, body language and emerging vocabulary. They benefit from an environment rich in speech, as adults and children engage in ongoing dialogue, chatting happily during mealtimes about what everyone is eating, how it smells

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who attend

nice and looks good. After eating, they discuss and plan their afternoon activities. The childminder successfully promotes their sense of self worth, as she listens to children and respects their choices. Children are eager to learn, displaying high levels of curiosity and inquisitiveness. They are active learners who develop their own ideas for role play and capably develop strategies to resolve problems. For example when completing jigsaw puzzles they are able to consider why some pieces do not fit and try again to find the correct piece. The wide range of activities and experiences, supported by the childminder's ability to promote children's development, help children to make good progress in all areas of learning. However, opportunities for children to compare length, weight, capacity and time in a wide variety of different activities are not extensive.

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The contribution of the early years provision to the well-being of children

The childminder has developed strong and positive relationships with the children in her care. She promotes a strong sense of security and emotional well-being, as she shows concern for children's feelings and meet their welfare needs promptly. Children are encouraged to make independent choices and plenty of reassurance is provided when they seek approval. The childminder effectively supports children in becoming self-assured and confident learners. They listen attentively and are confident to follow instructions and attempt new challenges. For example, when children have created a tall tower using construction blocks, they assume their task is complete. However, the childminder interacts well to encourage them to try to build a taller tower and compare this with another. She skilfully introduces appropriate language to describe and compare which tower is 'taller, 'shorter', higher' or 'wider'. This interaction stimulates children's interest

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The contribution of the early years provision to the well-being of children

and the activity is successfully extended.

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The contribution of the early years provision to the well-being of children

The childminder is a good role model. She demonstrates table manners, politeness and skills in cooperation. Children follow her good example as they interact with one another. They are able to share, show empathy for one another, negotiate and cooperate. They are very well behaved and are able to maintain harmonious play. All children are very happy and have made good friendships with adults and other children. The childminder effectively support children's understanding of the importance of maintaining their own safety and that of others. She provides regular opportunities for them to practise regular fire drills, which she links to real events such as Bonfire Night and visits to the fire station. Children follow effective daily routines which successfully promote their good health. For example, they wash their hands at appropriate times and talk about why this is important. They also benefit from fresh air and physical exercise each day. They are beginning to

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The contribution of the early years provision to the well-being of children

understand the positive impact that this has on their growth and development. The childminder successfully promotes children's awareness of self-care. She uses appropriate methods to support them in achieving independence in these essential skills. The childminder promotes children's awareness of maintaining their own health and safety, as she reminds children to eat plenty of vegetables and make sure their food is not too hot before they taste it.

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The contribution of the early years provision to the well-being of children

Children benefit from a welcoming, safe and stimulating home environment. They are able to make independent choices, as they help themselves to favourite toys and activities both indoors and out. Additional planned adult-led activities are also provided, which help children to explore their own cultures and beliefs and to develop a respect for those of others. For example, they are currently looking at Divali, which they link to the 'Festival of light', which is taking place soon in the nearby city of Truro. As a result, their understanding of the world, other cultures and people's differences and similarities take on significance and makes it relevant to their personal experiences. The childminder has established positive and effective links with the local schools, pre-schools and other childminders. Therefore, she is able to maintain continuity of care and learning for those children attending another early years setting and successfully support their transition

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provision

The childminder works in effective partnership with her co-childminder and has a clear focus for her childminding. She aims to provide a warm and welcoming home environment, in which children can learn essential skills to prepare them for the future. She successfully achieves this as children are developing good social skills, show high levels of confidence and demonstrate increasing levels of independence. She makes consistent assessments of children's progress which are based upon her secure understanding of children's individual needs and abilities. The childminder is skilled at making accurate links between children's progress and supporting guidance documents, to plan for their future development.

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provision

Safeguarding procedures are robust. The childminder completes a risk assessment of the premises, toys and equipment, in order to provide a safe, secure, child-centred and enabling environment. Children are developing a good ability to identify and manage risk for themselves through their daily routine activities, discussion and practise of safety drills. The childminder has completed safeguarding training and is confident in her ability to identify, record and report child protection concerns if necessary. She holds a valid paediatric first aid certificate. As a result, she is able to protect children from risk of harm and treat minor injuries if required. She has a good range of written policies and procedures in place, which are shared and agreed with parents. As a result, she is able to maintain consistency in practices such as behaviour management and the administration of medication.

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provision

The childminder uses effective systems for self-evaluation, which help her to monitor the effectiveness of her educational programme and evaluate her practice. Through this she successfully identifies appropriate areas for future development, in order to drive continuous improvement. For example, she plans to prepare her new premises for childminding, as this will be the primary setting from which she and her co-childminder will work. She plans to provide an exciting and innovative indoor and outdoor learning environment for the range of children attending. There is evidence of strong partnerships with parents, as they provide positive written feedback on the standards of care and learning. The childminder attends relevant early years training provided by the local authority and has acted appropriately upon advice, following a recent visit from the childminding coordinator. She works closely and effectively with other early years

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provision

providers, which makes a good contribution to meeting children's care and learning needs.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY306267 Local authority Cornwall Inspection number 887630 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 10 Number of children on roll 8

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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