Bovingdon, Jill Lucy

Inspection report for early years provision

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Unique reference number EY422935 Inspection date 16/05/2012 Inspector Hazel White

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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 was registered in 2011. She lives with her husband and two children aged nine and three years in the Kettering area of Northamptonshire. The whole of the ground floor and upstairs landing and bathroom are used for childminding. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than two may be in the early years age range. There is currently one child attending who is within the Early Years Foundation Stage. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder has an early years qualification to level 2 and is a member of the National Childminding Association.

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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 share warm, friendly relationships with the childminder and her family. They engage in a broad range of activities within the home and the garden is used generally well. Secure partnerships with parents and others ensure that the children's individual needs are effectively met. The childminder has a positive attitude and commitment to continuous development. Self-evaluation systems are secure and include the views of parents. This enables the childminder to identify her strengths and areas for improvement which will improve outcomes for all children.

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further?

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

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further?

 develop the use of the outdoor area as a stimulating learning environment that children can access easily.

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the early years provision

Children are effectively safeguarded because the childminder demonstrates a secure knowledge of child protection issues. She attends training to maintain a good understanding of referral procedures. A clear safeguarding policy supports her practice and this is shared with parents. All adults in the household have been suitably vetted and children are supervised well. The childminder is alert to possible hazards and ensures she maintains good standards of health and safety. She keeps a record of her risk assessment which is routinely reviewed and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 updated. A range of safety precautions are in place within her home, which means that potential risks to children are effectively identified and minimised.

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the early years provision

Children have easy access to the different areas on the ground floor where they move around confidently. Resources are plentiful and attractively displayed to enable children to make their own choices. The childminder gives careful consideration to the inclusion of all children and effectively organises activities so that they participate safely and confidently. Many resources promote positive images of culture, gender and disability which are used successfully to teach children about a diverse society. Children also have good opportunities to engage in activities outside of the home. For example, they visit parks, Sure Start groups and 'rhyme time' at the library.

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the early years provision

Partnership with parents is effective and information is exchanged from the start to ensure that they are fully involved in their children's care. An informative notice board, at the entrance to the childminder's home, displays important information for parents to view, such as house rules, the fire procedure and visitors' log. Daily diaries for the young children further support good links. Parents are encouraged to read and contribute to their children's learning journey files which provide a lovely record of time spent with the childminder. The childminder has devised a range of clearly written policies and procedures to support the children's care, learning and well-being. These are shared with parents on admission. All required written parental consents are obtained to ensure children are cared for according to their parents' wishes.

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the early years provision

The childminder has formed good relationships with other early years providers. She exchanges appropriate information about individual children's welfare and development and talks to children about what they enjoy and are doing at other settings. This means that the childminder can effectively extend and support children's learning while they are in her care. The childminder shows a good commitment to continuous improvement through attending a range of training courses. She uses effective systems to evaluate her practice which include seeking the views of both parents and children. This has helped her to identify her strengths and any areas that she can further develop in the future which have a positive impact on children. For example she plans to make the garden an interesting learning environment.

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and outcomes for children

Children are comfortable and play with ease in the childminder's care. They confidently and independently access indoor resources which are organised well and stored at their level. The childminder has a strong knowledge of children's individual needs and she is effective in supporting each child to enjoy and achieve. Children's achievements are confirmed through written observations and demonstrate that each child is making good progress and their next steps in learning are being considered. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children's communication, language and literacy skills are supported well as they look at books and listen to stories with the childminder. Babies take part in action songs and rhymes, and the childminder responds to their sounds and gestures, extending their vocabulary by naming and repeating sounds and words. They explore and investigate various natural items which are placed in baskets within

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and outcomes for children

their reach and are excited by toys that react in different ways when buttons are pressed. The childminder talks to children about size, shape and colour in everyday situations. For example, they count each block they use to make a tower and name the colours. Babies laugh loudly as they knock over the childminder's tower and eagerly wait for her to build it again.

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and outcomes for children

Children's imagination and creativity are fostered well because they are involved in role play and have plenty of opportunities to create pictures, make models and collages. They love looking at the photo album, which shows pictures of them having fun dressing up in costumes and experimenting with water and sand. Children learn about the environment as they visit groups, the library and places of interest, such as country parks. In this way, the childminder uses natural opportunities to help children learn about observing wildlife, the weather and seasons and collecting natural resources for their creative work.

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and outcomes for children

Children develop a good rapport with the childminder and her family. They behave in a manner that is supportive of their learning and develop confidence and self- esteem because the childminder gives regular praise, encouragement and support. Consequently, children learn to share, take turns and show consideration for each other. All children are valued and treated with equal concern. Any specific requirements are shared and met sensitively in discussion with parents. Children are effectively learning about the wider world through everyday discussion and access to a good variety of resources which promote diversity well. Flash cards are in English and French and puzzles, books and play people show positive images of different nationalities and abilities. Children learn to sign at 'rhyme time' and bring back artefacts from their holidays which the childminder skilfully uses to encourage discussion.

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and outcomes for children

Routines, discussions and activities support children to learn about healthy lifestyles. Children have opportunities to develop their physical skills, as they run and play on large equipment when visiting local parks. The garden is not used fully to maximise their learning. There are plans for children to experience planting and growing and to have free-flow play between indoors and outside, however, these are not fully implemented.

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and outcomes for children

Parents supply a good variety of healthy meals and snacks, which meet children's dietary requirements. Drinks are readily available to ensure that they remain hydrated throughout the day. Children develop their understanding of their own safety because the childminder gives simple and clear explanations about safety during their play and routines. For example, while out walking children learn how to walk safely on the pavement and they know the importance of staying within the childminder's sight when they are out and about. 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 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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