Szpilewska, Agnieszka Joanna

Inspection date

Previous inspection date 24/09/2013 Not Applicable

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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

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This provision is good

 The childminder provides a well-resourced learning environment where children make decisions about their play, which encourages them to become extremely active and independent learners.  Children demonstrate that they are happy and secure because they have developed close relationships with the childminder. This underpins their positive, stimulating experiences in the setting and, consequently, they make very good progress towards the early learning goals.  The childminder promotes children's communication skills well because she understands how children learn. She spends time talking to children, encouraging the effective development of their vocabulary and language skills.

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It is not yet outstanding because

 The childminder does not yet request feedback from parents about her services to consider ways she can further enhance her practice.

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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

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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.

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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 children during activities in the lounge and garden area.

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Inspection activities

 The inspector discussed aspects of the childminder's practice with her at appropriate times during the inspection.

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Inspection activities

 The inspector viewed all relevant documentation provided, including the children's planning, observation and assessment records.

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Information about the setting

The childminder registered in 2013. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her partner and one child aged three years in a two bedroom terraced house on a residential road on the outskirts of Banbury. The whole house is used for minding, with the main care taking place in the lounge and kitchen. A bedroom upstairs is available when children require a rest. There are currently four children on roll. Children attend for various days and sessions. There is an enclosed garden available for the children's outside play. The childminder's home is within walking distance of local shops, parks, pre-schools and schools.

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

 build on partnerships with parents through seeking their views about the provision to further support and complement children's learning and development.

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who attend

The childminder has an excellent understanding of how children learn and organises her provision effectively to fully support their developmental progress. She uses information from parents, her own observations and early years hand books, to identify children's stages of development. Children are naturally curious and positively develop their independence in learning as the childminder follows their lead. She plans challenging and fun activities based on their interests and next steps in learning. For example, great fun is had by children of all ages as they pour, scoop and fill bottles with coloured rice. Children get fully involved as they experiment with glue and rice as they create pictures of 'favourite' characters. They concentrate hard pouring the rice over the glue and shout with great excitement 'it's all stuck to the paper, look at my picture'. Clear assessments of children's learning and development fully reflect the positive progress children are making.

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who attend

Individual children's record of learning is detailed and comprises of regular observations, photographic evidence and summary assessments. The childminder adopts a positive approach for involving parents in their child's learning and parents contribute to their child's initial assessment on entry to the setting. The childminder is aware of the need to implement the progress check for children aged two, which will be discussed with parents at the time. Through the provision of many interactive resources, children press the buttons to reveal flashing lights and different sounds, therefore promoting their interest in early technology. The warm, welcoming, well-resourced learning environment helps to support and extend children's learning across all areas. They explore, investigate and access resources independently from the storage boxes labelled with written words or pictures to reflect the content. This also encourages children to work out for themselves where things belong

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who attend

when tidying toys away. As a result, they become active in their learning. Play materials, posters and books, which promote positive images of diversity enable children to further develop their understanding of the wider world. Consequently, a good balance of adult-led and child-initiated play positively supports children's learning. Children's language development is promoted well through the childminder's positive interaction, repetition of language and the questions that she asks during play and care routines. She is highly responsive to children's non-verbal communication and gestures. Consequently, young children begin to speak using single words and develop a clear understanding of spoken language to extend their vocabulary and communication skills. The childminder and children burst into spontaneous song in the garden during their play, as they all join in with a rendition of a favourite nursery rhyme or familiar song. Books are easily accessible

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who attend

and children regularly visit the library with the childminder. As a result, children often show interest in the books by selecting them independently and turning the pages to look at the pictures, which support their early literacy skills.

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who attend

Children have daily access to a garden where they can play and explore in an environment that provides a wealth of experiences .There is a large sandpit where they can dig and make sandcastles, pour sand through a wheel and watch in fascination as the actions cause the wheel to spin round. Children use natural resources, such as, simple sticks collected from a previous walk to dig and poke in the sand. They take off their wellington boots and take great delight in squishing and feeling sand in their toes. The fences are hung with a variety of items such as a mirror, colander and pans that reflect and mirror the light and sunshine; children bang on the pots making and experimenting with different sounds and noises. They 'swoosh' down slides with great enjoyment and have wonderful attempts at trying to swing hula hoops around their waists. This means children physical development is fostered extremely well. Attendance at local groups and visits within the

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who attend

local community help children to learn about the wider world and to enjoy a broader range of experiences. Through their involvement in stimulating experiences, children are acquiring the skills, attitudes and dispositions they need to be ready for the next stage of learning.

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

Children's emotional development is promoted well as they develop secure, trusting relationships with each other and the childminder. She makes sure that she finds out about children's preferences and their daily routines by gathering information from parents. Good settling-in procedures tailored to each child's needs means that the transition between home and the childminder's care is a positive experience. For example, she encourages parents and carers to share information about the children's favourite toys and activities, so that she can respond readily to their individual needs and interests. This helps to promote children's sense of security and they settle readily and quickly in her care. All facilities, toys and equipment meet the care and learning needs of the children attending, which means that they are well supported and prepared for their next stage of learning.

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

Children are extremely confident and self-assured because of the highly skilled childminder's practice and procedures. Their good behaviour is actively encouraged because the childminder is a positive role model. Road safety activities and regular fire drills consolidate their own awareness of keeping safe. Children's safety is given good priority as the childminder ensures that her premises are secure. Daily checks of the premises ensure that children play in a safe and clean home. The childminder encourages children to be active and explore their environment. They respond positively to the childminder's requests to help tidy up, so that they learn to care for their environment. Children enjoy outdoor play, which effectively promotes their physical development. The childminder makes good use of local venues, such as parks, to extend the options for physical play, so that children benefit from fresh air and exercise. Children's health is

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

promoted very well. They are helped to make associations with good practice, for example, wiping runny noses when necessary and washing hands before meals. The childminder takes the necessary steps to prevent the spread of infection and appropriate action is taken when children are ill. Children have a wide choice of healthy snacks and parents are encouraged to provide lunch boxes that contain food that is nutritious and well-balanced. Therefore, children learn about the importance of eating healthy.

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provision

The childminder has an in-depth knowledge and understanding of both the welfare, and learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. She is clear about the procedures to follow in the event of any concerns about a child in her care. A well-written safeguarding policy is shared with parents and carers, so that they are aware of her role and responsibility in protecting children from harm. In addition, various policies underpin effective practice for protecting children. She carries out both visual and written risk assessments to ensure that children are cared for in a suitable and safe environment. The required checks have been completed on the adults in the home to ensure that they are suitable and children are appropriately supervised at all times. Consequently, children are effectively safeguarded. The childminder is also very clear about her role and responsibility in delivering the learning

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provision

and development requirements, which she does very successfully, despite the short time she has been in her role. Children are making excellent progress due to the exciting activities she provides, which means they quickly become active and independent learners.

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provision

The childminder recognises the importance of building close links with parents and carers. She has secure working relationships with them and they regularly share information, so that children's individual needs are consistently met. However, the childminder does not yet seek parental feedback about her services to improve her practice and further complement the children's learning using parents' ideas. She understands the importance of establishing effective partnerships with other providers working with children, such as the local pre-school to ensure consistency in the children's learning and development. The childminder is proactive in seeking out and keeps up to date with relevant literature. She demonstrates a professional and enthusiastic approach to her new role and a strong commitment to improvement. She robustly monitors and evaluates her provision and has begun to clearly identify areas for improvement. She plans for future development to

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provision

continue to provide children with activities that interest and challenge them and extends their learning. She is keen to ensure good quality care and learning for all children she cares for and strives to continually improve her practice.

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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 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.

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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 EY455326 Local authority Oxfordshire Inspection number 909629 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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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.

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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, which are usually the childminder’s 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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