Aspen House School

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Inspection report for early years provision

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Unique reference number 100655 Inspection date 01/04/2009 Inspector Carole Elizabeth Price

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Type of setting Childminder 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 report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration whichever is the later, which require Ofsted or the provider to take action in Annex C.

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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. 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 1994. She lives with her husband and two adult children in a three-bedroom, semi-detached house in the residential area of Longlevens on the outskirts of Gloucester. The whole of the ground floor is used for childminding along with the bathroom and two bedrooms upstairs. There is an enclosed rear garden for outdoor play which has decking and grassed areas. The childminder is registered to provide care for six children under eight years, of whom no more than three may be in the early years age range. She also offers care to children over five years. She currently cares for four children under five years. All children attend at various times on a part time basis across the week and during school holidays. The childminder collects children from the local schools and play groups. Children attend toddler groups, have walks in the community, visit the local library and shops. The family has a pet budgie.

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Overall effectiveness of the early years provision

Overall the quality of the provision is outstanding. The childminder's motivation, enthusiasm and obvious dedication ensures children are happy, have positive experiences and are well cared for in an environment where their uniqueness is recognised and very effectively addressed. The childminder uses her knowledge and understanding of each child's stage of development, likes and dislikes, and personal interests to ensure their individual learning and developmental needs are met. The childminder has effectively evaluated her practice, and identified areas of strength and weakness. Through ongoing, appropriate reflection the childminder is able to identify her areas for development and plan for continuous improvement. She is positive towards training and keeping her practice up to date and demonstrates a desire to give her best in her work.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 continue to review planning of activities and experiences to ensure more able children are challenged within each area of learning

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provision

The childminder is very well organised. Excellent policies and procedures relating to all aspects of children's welfare and development are clearly in place and thoroughly implemented. For example, robust, detailed risk assessments on all areas of the home, garden and outings are conducted and regularly reviewed. Space and resources are very well organised to ensure children have space to play cooperatively, alongside others or alone if they choose. Different activities are organised in different areas giving the children opportunities to choose what they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 want to do and select activities they are interested in. Toys and resources are accessible to children to enhance their play as they wish. For example, the builders tools are used alongside the home play equipment or taken outdoors to 'mend' the bikes and climbing frame.

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provision

The childminder is very committed to her work and demonstrates a desire to offer the best quality care and experiences for children and their families. She attends training and meets with other childminders to discuss new ways of working, legal requirements and to support each other. She has very effectively evaluated her practice through a detailed self-evaluation document. This enabled her to identify her strengths and plan for future improvements such as planning to review her policy documents which she has been able to complete. Parents are included in the self-evaluation through questionnaires and discussion of the service they and their children receive. Excellent partnerships with parents are established and ongoing daily exchange of information ensures all contribute to the child's well-being and development. For example, sharing information about routines, changing food preferences and children's interests as well as physical development such as crawling. Parents are

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provision

actively encouraged to be involved with their child's learning through information on activities linked to the areas of learning and how parents can extend these at home. Links with other providers have been made and this ensures that the service offered by the childminder complements the child's learning within another setting. For example, ensuring children have regular cooking activities which are more easily done within a home setting than in a group setting. The childminder has very good systems in place for safeguarding children. She has attended appropriate recent training and has reviewed her policy in line with current information. She has extensive knowledge of safeguarding issues, is fully aware of the local policies and procedures and has all required documentation in place.

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The quality and standards of the early years provision

Children are cared for in a safe, warm welcoming environment in which they are very happy and relaxed. They are inspired and excited by the resources, activities and experiences around them and they are making consistently good progress. The childminder has very good, caring relationships with the children. She spends time getting to know the children when they first start in the setting and knows all the children in her care very well. She is very aware of their individual likes, dislikes and interests. She has an excellent knowledge of the Early Years Foundation Stage and what this means for her as a childminder. She has developed extremely good systems to record observations of the children's progress. The childminder observes them as they play and communicate with others and notes their development. This information is used to help her assess children's needs as she sensitively plans activities and experiences to help each individual child learn and develop. She

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The quality and standards of the early years provision

reviews her planning regularly to ensure she meets all children's needs and is aware this includes children who are more able. Children have independent access to an extensive range of quality resources which are well presented to the children in colourful boxes with pictorial and written labels. Inspirational resources have been made specifically to help children learn. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 For example, children who do not like doing puzzles can develop their matching and problem solving skills through games and home made puzzles of their favourite character. Children learn to count through routines such as counting the plates needed and finding out if there are enough for everyone present, number rhymes and songs help children to count while posters with numbers and chalking numbers for hopscotch games help children to recognise written numerals.

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The quality and standards of the early years provision

Cooking activities help children learn about weighing and measuring, and modelling with recycled materials, simple games and shape sorters help children learn about two and three dimensional shapes. Children are keen to be independent. The childminder encourages them to do things for themselves such as putting on their shoes and coats, help their friends with their aprons and wipe their own noses, disposing of the tissue appropriately. Hand washing is fun, as they use liquid soap which has colour to remove once hands have been washed sufficiently. Children chat as they play with their friends, they talk about what they are doing and become involved in their imaginative play as they use the tools to mend the house, bikes or garden equipment. They enjoy books which are easily accessible to them wherever they play. They take them into the garden to read together or look at by themselves. Older children are recognising words and tell the stories to the

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The quality and standards of the early years provision

younger ones who listen intently. Music and dance are a favourite part of the daily routine in which children show great delight. They choose the music, operate the CD player and use their imagination to dance like raindrops, hop like bunnies or wiggle different parts of their body to the music. They have good opportunities to take part in craft activities using a range of different media and materials. They learn about the outside world through planting and growing plants as gifts for Mother's Day, taking objects to be recycled, walking in the community to visit the shops and the library, and meeting with friends at a toddler group. A healthy lifestyle is encouraged through walks and outdoor play, learning about healthy eating as they choose and prepare snack and discussing why they need to have regular drinks. A variety of well balanced nutritious snacks are offered and children are gently encouraged to try new things. Healthy hygienic routines are in

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The quality and standards of the early years provision

place and well established. Very good opportunities are in place to help children learn about keeping themselves safe. They discuss why they need to evacuate the building quickly as they regularly practise the emergency drill, they talk about road safety when out and about, learn about stranger danger as they assist in the risk assessments for outings and learn how their behaviour affects others as they are reminded why they should find a space to dance in. Children behave very well. They cooperate with each other and play together, sharing and taking turns. Simple house rules are in place and discussed with the children, helping them to respect other people and their property. 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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of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 1 The capacity of the provision to maintain continuous improvement.

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Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 1

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Years Foundation Stage promoted?

How well are children helped to stay safe? 1 How well are children helped to be healthy? 1 How well are children helped to enjoy and achieve? 1 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

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Years Foundation Stage promoted?

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 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex C: complaint/s made to Ofsted

This section of the report includes details of any complaint/s made to Ofsted when:  we took action for the provider to meet the requirements of the Early Years Register; or  we asked the provider to take action in order to meet the requirements of the Early Years Register; or  the provider had already taken any necessary action to meet the requirements of the Early Years Register.

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Annex C: complaint/s made to Ofsted

We will not report on any complaint where the provider met the requirements of the Early Years Register or did not require any action by Ofsted or the registered provider.

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Detail of the complaint/s

Since the last inspection there have been no complaints made to Ofsted.

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Detail of the complaint/s

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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