Iver Village Infant Academy

Inspection report for early years provision

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149680 Unique Reference Number 26 July 2007 Inspection date Kay Roberts Inspector

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Integrated Type of inspection Childminding Type of care

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This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

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The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough

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The key inspection judgements and what they mean

For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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WHAT SORT OF SETTING IS IT?

The childminder was registered in 2001. She is a member of the National Childminding Association and an accredited member of the South Gloucestershire Children Come First Network. She is a qualified nursery nurse and has an Extended Childminding Practice certificate. The childminder lives with her husband and two children aged three and six years in a three bedroom detached property in Warmley, South Gloucestershire. The whole of the home is used for childminding, and there is a fully enclosed garden for outside play. The family have a cat. Registration is for a maximum of four children under eight years and currently there are six children on roll and of these four are under five years. There are currently three children in receipt of funded nursery education.

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WHAT SORT OF SETTING IS IT?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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Helping children to be healthy

The provision is good. Children's good health is actively promoted. They play in clean environment and know that before entering the childminder's home, they must take off their shoes. The risk of infection is minimised as the childminder's policy for excluding children who are ill is shared with parents. The childminder follows hygienic procedures, for example using anti-bacterial wipes to regularly clean surfaces. Children learn the importance of hygiene through the daily routine as they wash their hands after using the bathroom and before eating. The provision of a small step facilitates children's independence in reaching the hand basin. Children understand that they must wash their hands because otherwise germs may make them sick. Children keep themselves clean when participating in messy activities by wearing aprons. There are good procedures in place for managing accidents. The childminder obtains written parental consent to administer medicine

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Helping children to be healthy

and both childminder and parent countersigns these. However medication records do not show when medicine was administered, or if medicine had been administered at home.

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Helping children to be healthy

Snack time is social occasion when children chat about sport, holidays and compare raspberries to ice cream cones. Children select from a good range of fresh fruit and afterwards have a biscuit. The healthy light lunch of sandwiches and home cooked evening meal takes into consideration children's special dietary requirements, likes and dislikes. Children do not go hungry as they can help themselves to as much food as they want. Parents are aware of what children eat as the four week menu, which is regularly reviewed, is displayed and more specific details are recorded in the daily diary.

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Helping children to be healthy

Children have many opportunities to play outdoors. They are protected from the elements; in winter they wrap up warm and wear wellington boots. In the summer, sun screen is applied and in the garden children play in the shade created by a tarpaulin sheet. Children remain interested in playing in the garden as the childminder provides a wide range of activities which encourage physical skills, such as skittles, bikes and footballs. They have fun with bubbles and use their imagination in the play house. At Cock Ridge children run around and fly kites. Large muscle skills are regularly extended in parks and soft play as children stretch and scramble. Children recognise that after physical activity they become hot and thirsty. Indoors, children continue to take exercise as they dance. Babies do not get overtired as the childminder follows their home routine. They sleep peacefully in a darkened room whilst their peers continue to play in

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Helping children to be healthy

another room. Older children look at and read books as they relax on cushions.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. Children relax as they are welcomed into the calm environment by the childminder. The home, which is decorated and maintained to a high standard throughout, is inviting. There are a number of activities set out on tables and children are able to help themselves to other resources, which are clearly labelled with both pictures and words. Children's concentration is sustained as the childminder changes the activities after lunch and the broad range of clean, safe resources, which cover all areas of learning, are regularly rotated with those stored elsewhere in the home.

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Protecting children from harm or neglect and helping them stay safe

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 On a regular basis children accompany the childminder to a toy library where they select the toys they would like to take with them. There are sufficient child sized table and chairs to meet the needs of all children. The main focus for childminding activities is in the large lounge/diner where space is maximised by placing furniture to the side of the room, so that children move around freely. Children benefit from having direct access to outdoor play.

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Protecting children from harm or neglect and helping them stay safe

Children play in secure environment and are only released to authorised adults. There is a safe system, so that children are protected from people who have not been vetted. Accidents are few and far between as the childminder has a detailed risk assessment, uses appropriate safety equipment, is vigilant and through explanation helps children to understand how to protect themselves. For example, children know how to use scissors and paper punches safely. In the event of a fire children are able to evacuate the premises safely as they practise the drill on a regular basis. Children are further protected and the childminder has a good knowledge and understanding of local safeguarding procedures.

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Helping children achieve well and enjoy what they do

The provision is good. Minded children are happy and relaxed in the strong relationship they have with both the childminder and her family. Children are social and ask to sit next to their friends at snack time. They learn to take turns as they participate in board games, which reinforce counting and pattern recognition. Other games encourage use of memory, and problem solving skills are used to complete jigsaw puzzles. Further opportunities for socialisation are provided for younger children when they regularly attend toddler groups and soft play. All children show good concentration as they listen to stories and afterwards are able to explain the storyline. School age children develop confidence as they are given responsibility for pouring drinks, organising an activity and tidying away toys. They fluently read stories to pre-school children and point out that the words rhyme. School age children also have opportunities for writing, and when

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Helping children achieve well and enjoy what they do

unsure of a word the childminder is available to sound out the letters. They use fine muscle skills and their imagination to create collages which they then explain in detail. Children are proud and name the dinosaurs and monsters they make from play dough. Afterwards they make up their own song about a monster going to a party. Young children make very good progress. The childminder is well informed about Birth to three matters and has used this to develop an effective planning cycle which takes into consideration parents' views. Learning is made into fun, for example playing 'peek-a-boo', so that babies and children are motivated to learn. Children benefit from the many first hand experiences when they visit the library, museums, parks, farms, a mill and go on bus rides. In the summer holidays all children make informed decisions about activities and where they wish to go with the childminder.

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Helping children achieve well and enjoy what they do

The quality of teaching and learning is good as the childminder is knowledgeable about the Foundation Stage. When children commence the Foundation Stage the childminder meets with parents to discuss children's starting point and then consults twice a year to agree the focus for learning. Children's progress is monitored against the South Gloucestershire Stepping Stones tracking document which links directly to the Foundation Stage. It is evident from this document, which is supported with observations and photographs, that children receive a balanced

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Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 education. However the childminder does not always include dates to indicate when observations are completed. Planning is flexible, so that if, for example a child has recently returned from a holiday, this would be incorporated into the activities, so children are motivated to learn. Three year old children are familiar with information and communication technology. They demonstrate good mouse control as they operate simple computer programmes and explore age appropriate web sites. When school age children offer assistance they confidently say 'I can do it all on my own'. Opportunities for continuing young children's confidence and independence, for example at snack time, is at times missed.

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Helping children achieve well and enjoy what they do

Children have many opportunities for counting and recognising written numerals up to 10, and they pointing out when a numeral is upside down. They are beginning to calculate using their fingers and know that six minus two, equals four. Children are able to compare items by length and height, and name simple two dimensional shapes. Children use problem solving skills to create cars with good quality construction materials and understand that wheels have to be round, or they would not turn. They are offered guidance from the childminder, so they are able to complete simple jigsaw puzzles.

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Helping children achieve well and enjoy what they do

Children are good conversationalists and have a broad vocabulary. Children are social and chat to each other during play, explaining what they are making with the play dough. After making dinosaurs they use fine muscle skills to create clothes and hats in preparation for the party. They show an awareness of the wider world as they then make a volcano. Children use their imagination in small world play and pretend to lift a toy aeroplane with a hoist after it has had a crash. Children are able to recognise their own names in print and those of their friends. When using the computer they type in their names. They are able to sound different letters of the alphabet and are beginning to join them to sounds to spell out each other's names. Children use their preferred hand as they use pencil control to draw pictures and write with a purpose in mind when pretending to address an envelope.

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Helping children make a positive contribution

The provision is good. Children's social, moral, spiritual and cultural development is fostered. New children relax as they are already familiar with the childminder and her home as they have visited previously with their parents. They are emotionally secure as they have comforters from home and the childminder, who is well informed about their individual needs, follows their home routine. Children who are new to the provision are given time to settle before exploring the world outside the childminder's home so that they do not become distressed. Children develop confidence as they are praised for their achievements and each child is given individual attention. All children are valued and included, and the childminder is experienced in meeting children's additional needs. Children develop a positive attitude to difference as they make comparisons amongst themselves, for example in height. They play with readily accessible resources reflecting

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Helping children make a positive contribution

positive images of diversity and sign as they sing nursery rhymes. Traditional British culture is reinforced by acknowledging Christian festivals. Children learn that other cultures are different through discussion, tasting foods from around the world and acknowledging festivals, such as Diwali, when children painted on their hands and made lamps. Children's social, moral, spiritual and cultural development is fostered. Children are polite, well behaved, able to share and take

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Helping children make a positive contribution

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 turns, as the childminder provides clear guidelines and sets a good example. Sometimes school age children are considerate to younger children and able to resolve their own problems through negotiation. School age children also show respect for their environment by helping to tidy away toys in preparation for lunch.

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Helping children make a positive contribution

Children learn about the local community as they go on many interesting outings to libraries, farms and Cock Ridge, where they study the panoramic view over to Bath and name some of the buildings, for example a local supermarket. A love of nature is fostered as children look for rabbits, birds and trees on nature walks and then identify them in reference books. In the past children had an opportunity to observe life cycles; planting flowers and vegetables, which they have nurtured as they grew, but the erection of a recent extension to the home has limited access to the garden.

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Helping children make a positive contribution

Partnership with parents is good. Children are emotionally secure in the very relaxed partnership between parents and childminder. Parents are extremely positive about the provision; the childminder 'promotes a consistent, structured and fun day for children… I feel so fortunate to have found such a superb childminder'. Another parent commented that the childminder is 'brilliant'. Parents are well informed about practices within the setting via the information pack which includes a copy of the childminder's policies and procedures, monthly newsletters and notices which include details of planning. The effective two way communications book ensures children receive consistency of care. All parents meet with the childminder to review not only the provision, but children's education and are actively encouraged to jointly set targets for future planning. Where topics permit, parents become involved in children's learning by providing

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Organisation

The organisation is good. The childminder meets the needs of the range of children for whom she provides. She is suitably qualified and has experience of working in a nursery, both as an assistant and a manager. Keen to extend practice she has undertaken much further training since the last inspection on subjects, such as Birth to three matters, the Foundation Stage and Child Protection. She also researches the internet and reads related literature. Children are provided with a relaxed, welcoming environment where they have space for physical activity, play and relaxation. In partnership with parents the childminder plans a broad range of fun activities and first hand experiences, so that children make good progress, because they are motivated to learn. The childminder's good organisational skills enable her to offer children a high level of individual support, even when the number of children in her care is high. There are suitable contingency arrangements

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Organisation

in place so that in the event of an emergency children receive appropriate care. Paperwork is well organised, confidentially maintained and where appropriate shared with parents. Documentation complies with both regulatory requirements and the National Standards.

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Organisation

The local authority provides useful information and guidance via a support worker and teacher advisor. They have been proactive in encouraging the childminder to assess her own provision, which she has successfully achieved. Plans for the future include producing a catalogue of toys so that children can make more informed decisions about what they want to play with. The childminder also plans to extend the range of resources reflecting positive images of diversity.

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Organisation

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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Improvements since the last inspection

At the last inspection in November 2004 the childminder agreed to meet one recommendation. At that time she was caring for a child with an allergy who may have required use of an Epipen. She was advised to seek appropriate training in administering this from a qualified health professional. As the child left the provision very shortly after this time the childminder did not have an opportunity to do so, but is aware of the requirement to seek professional advice in the future should a similar situation arise, so that children are now suitably protected.

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Complaints since the last inspection

Since the last inspection there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards.

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Complaints since the last inspection

The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • ensure full details of medicine administered to children are recorded

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The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • continue to develop planning so that it is consistently maximises opportunities for problem solving and independence.

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The quality and standards of the nursery education

set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk

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The quality and standards of the nursery education

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

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