Natalie Jane Kulesz

Inspection date

Previous inspection date 13/06/2013 Not Applicable

p.1

early years provision

This inspection: 2 Previous inspection: Not Applicable 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

p.1

This provision is good

 Children are confident, motivated learners who make good progress in their learning.  Communication with parents is very effective enabling them to take an active role in their children's learning.  High priority is given to promoting children's safety and wellbeing.  Children establish good relationships and strong emotional attachments with the childminder and their friends.

p.1

It is not yet outstanding because

 Children enjoy stimulating activities and experiences but the activities outdoors are not as challenging as indoors for children who prefer to learn outdoors.

p.1

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

p.2

Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

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.

p.2

Inspection activities

 The inspector observed children's play and completed a joint observation with the childminder.

p.2

Inspection activities

 The inspector had discussions with the childminder throughout the visit and accompanied her on a local walk.

p.2

Inspection activities

 The inspector sampled a range of documentation and children's records, including learning journals, activity planning, risk assessments and self-evaluation.

p.2

Inspection activities

 The inspector took account of parents' views through discussion and individual letters.

p.2

Information about the setting

The childminder has been registered since November2012. She lives with her husband and two young children in the Abbeydale area of Gloucester. The whole of the property is available for the childminding. The main care takes place on the ground floor. There is an enclosed rear garden with grass and patio areas for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder operates Monday to Friday between 8am and 6pm all year round. There are currently three children on roll in the early years age group attending on a part-time basis. Additional care is provided for one school age child attending after school during school term times. The childminder currently supports children who speak English as an additional language. She drops off and collects children from the local primary school. The childminder holds Qualified Teacher Status.

p.3

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

 give equal emphasis to each area of learning inside and outside to provide a more balanced curriculum for children who prefer to learn outdoors.

p.3

who attend

The childminder has good understanding of how young children learn through play and exploration. Parents receive good information about the Statutory Framework for the Early Years Foundation Stage and complete a 'communication passport' before their child starts. This provides the childminder with detailed information about children's interests, their likes and dislikes, self-care skills and starting points. The childminder tailors her support, resources and planned activities according to each child's interests, age and stage of development. As a result, children are inquisitive, active learners who make good progress. The childminder plans stimulating and challenging activities that are inspired by children's interests. This successfully engages children in purposeful learning experiences. For example, putting cars in jelly entices children's curiosity to explore its texture. The childminder praises children as they tentatively prod and poke the jelly. This helps build

p.3

who attend

their confidence as they squash and squeeze it through their fingers and taste it. Effective questioning and introducing and modelling new language, such 'slimy', 'wobble' and 'cold' skilfully extends children's language. The childminder describes what the children are doing as they play and repeats back what they say correctly, cleverly promoting children's communication skills. The childminder is very innovative in her ideas to extend children's interests and introduces different learning experiences, for example, creating a roadway in the garden, making traffic lights, roundabouts and playing at being cars or dressing up as police or fire fighters. This increases children's awareness of shapes and colours, their imagination and language skills.

p.3

who attend

The children's learning is effective because the childminder is creative and places strong emphasis on the three prime areas of learning. She plans the activities using children's interests and ideas, and individual activity plans are challenging and focus greatly on the specific details of the activity. For example, they detail the language to be introduced, resources required, area of learning and whether the activity is indoors or outdoors. The childminder summarises how effective the activity is in supporting children's learning and the next steps for future planning. However, activities outdoors are not quite as challenging as those the childminder provides indoors to encourage learning across all areas for those children who prefer to learn outdoors. The childminder clearly evaluates each activity and finds ways to challenge children's learning further, for example, using different media and materials to experiment and observe change, such as creating ice

p.4

who attend

The childminder uses on-going and focused observations to assess the success of activities, monitor children's achievements and identify learning priorities. The childminder uses this information to plan a stimulating range of activities and experiences that help children build on what they already know and can do. The childminder demonstrates good awareness of the progress check for children at age two. She is currently collating evidence on what the children can do, what they need to do and how this can be achieved. Assessment is thorough and inclusive because the childminder works with parents to identify the children's next steps and regularly shares the children's learning journals with them.

p.4

who attend

The childminder encourages the children to move in different ways as they have fun actively taking part in assault courses. The childminder uses language to describe what the children are doing, such as 'through', 'under', 'in' and 'out' to develop their language skills. Children have enormous fun, laughing raucously as they play hide and seek and dig for treasure in the garden. They learn about growth, decay and how things change over time as they plant various seeds and bulbs, such as rainbow carrots, cauliflower, courgettes and herbs. Children learn about the wider world and different cultures, listening to music from around the world and talking about the different sounds they hear. They learn to care for living things, designing and making butterfly feeders, bumble bee houses and feeding the birds daily on their bird table.

p.4

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

Children adopt healthy habits from a young age because the childminder is very encouraging and supervises them closely. As a result, children know to hold out their hands ready for soap, rub their hands together and correctly identify their coloured towel to dry their hands. This minimises the risk of cross infection to protect children's health. The childminder provides a selection of nutritious snacks to help children make healthy choices. The childminder works very closely with parents, providing valuable guidance about lunchbox content, portion control and suitable drinks. The childminder tells parents when food tasting activities are successful, for example, when she encourages the children to explore different flavours, such as pineapple and raspberries. As a result, children eat a more expansive, healthy diet and learn new words to describe the food and its texture and taste. Children enjoy mealtimes because the childminder sits with them, creating a

p.4

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

relaxed, sociable atmosphere with lots of laughter and interaction.

p.5

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

Children enjoy good opportunities for outside play and activities all year round. This encourages a healthy lifestyle and enables children to learn to use equipment safely. Children have fun being physical, digging in the mud, chasing and kicking balls, using large equipment and going on daily walks to promote their health and physical skills successfully. Children's understanding of safety is threaded through play and daily routines. For example, they learn, through imaginative play, that a cup of tea is hot. The childminder talks about what they are doing and uses simple questioning so that they understand risks. As a result, children recognise that the step is dangerous and understand the need to go slowly to prevent them from falling. Children wear wrist bands on outings and fluorescent jackets during the dusky winter months, so they are clearly visible. Children comply with expectations and learn to keep themselves safe in an

p.5

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

emergency through practising the escape plan every eight weeks. Becoming increasingly safety aware, making friends and learning self-care skills, means children gain essential skills and attitudes to support their future move to other settings or to school.

p.5

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

Children establish close bonds very quickly, when they first start, because the childminder and parents work closely to tailor settling-in sessions to each child's needs. The childminder has secure knowledge of each child to help her meet their needs effectively. Children build trusting relationships with their friends and the childminder and enjoy attending. They feel safe, join in new experiences and overcome their fears, for example, of getting dirty. As a result, all children are very happy, motivated learners. Children eagerly seek out their friends to join in their play, talking in their 'own language' as they excitedly hide behind the curtains. The childminder's positive and relaxed approach to childminding has a calming influence on the children. As a result, children are very polite, confident and behave well.

p.5

provision

Arrangements for safeguarding and promoting the welfare, learning and development of children are robust. The childminder places strong emphasis on providing a safe, secure environment so that children may play and learn freely. She is vigilant and carries out detailed risk assessments. These identify clearly the hazards, what steps have already been taken or if further action is necessary to keep children safe. The childminder discusses the risks with the children, so that they learn to manage and take risks safely. The childminder is well organised and plans effectively for any outings, ensuring her 'outings bag' is complete. For example, money, emergency contacts, a first aid kit and parents' details are included. This enables the childminder to take appropriate action in the event of an accident, incident or emergency. The childminder's record keeping is robust and written policies and procedures are shared with parents so that they have clear

p.5

provision

expectations. The childminder has confident knowledge of the procedures to follow if she has any child welfare concerns. This means she is able to take prompt action to help safeguard and protect children's wellbeing.

p.6

provision

This dynamic childminder has high expectations and is very enthusiastic in her approach to childminding, so that children can reach their full potential. She includes all children and is continually reflecting on how she can extend this further. For example, she intends to create a planning book of all the toys and activities available to encourage children to contribute their ideas and preferences. The childminder values and respects children's backgrounds. Children listen to music from around the world and the childminder asks parents to supply key words in their home language to put on display. The childminder has evaluated every aspect of her provision robustly and clearly outlines what, and how, improvements can be made. Starting to make a hand washing visual timetable and encouraging children to make a poster of the golden rules they devise, empowers children's participation. The childminder monitors and tracks children's progress through

p.6

provision

good quality, regular assessment. This childminder is committed to driving and securing ongoing improvements to promote outcomes for children effectively.

p.6

provision

Parents are extremely well informed about the setting and their children's progress. They express appreciation of the childminder's excellent communication and strong commitment to providing a broad range of stimulating activities. Parents contribute readily to discussions about their children's targets and future learning and parents take their child's learning journal home every six weeks. Parents value the photographs, text messages, informative daily diaries and thirty-minute handovers at the end of the day. These provide parents with details about their child's day and enable them to talk about the activities and progress children have made at home. The childminder is proactive in establishing close working partnerships with the children's teachers at school. She obtains topic and planning information each term and uses this information effectively to plan additional activities that help embed children's knowledge further.

p.6

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

p.6

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 action. 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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY455477 Local authority Gloucestershire Inspection number 894842 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 2 Number of children on roll 3

p.8

Name of provider

Date of previous inspection not applicable

p.8

Telephone number

set out in the guidance ‘Complaints procedure: 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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.9

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,

p.9

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’.

p.10

Type of provision

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

p.10