Park 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 130269 Inspection date 11/05/2009 Inspector Jane Mount

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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 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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 February 1998. She lives with her husband and their four children who are aged 21 years, 18 years, 14 years and nine years. The property is situated in Rickmansworth, Hertfordshire and is close to shops, the library, parks and schools. All areas of the property are included in the registration, however, the ground floor is mainly used for childminding purposes. Facilities for younger children needing a sleep during the day and toilet facilities are situated on the ground floor. There is a fully enclosed garden for outdoor play and the family has a cat.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. Overnight care is not provided. Registration is for a maximum of six children under eight years at any one time. The childminder is currently caring for four children in the early years age group and one child in the later years age range. Children can attend for a variety of sessions but currently attend on a part-time basis. The childminder is an active member of a local childminding group and in 2007, achieved Herts Quality Standards which is an accreditation scheme.

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Overall effectiveness of the early years provision

Overall the quality of the provision is good. The childminder provides effectively for children in the Early Years Foundation Stage (EYFS). Children are treated as individuals as the childminder works closely with parents and others to ensure individual needs are fully met. Children feel at home in the childminding environment and share secure, friendly relationships with the childminder. She provides a varied selection of play and learning experiences to ensure children make progress in their learning and development. Systems for observing and assessing children and to plan their next steps in learning are not yet fully developed. Children are safeguarded and their welfare needs are met through the childminder's sound practice and implementation of some highly effective policies and procedures. Processes of self-evaluation to ensure continued improvement are in the early stages of development.

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further?

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

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further?

 develop further the records of observation and assessments and use these more effectively to plan and provide a varied range of activities and play opportunities to encourage the next steps in a child's developmental progress develop further the use of a quality improvement process, such as self- evaluation to monitor and extend effective practice and ensure continued improvement. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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provision

The childminder is committed to implementing the EYFS framework. She has worked hard to develop a secure knowledge and understanding of the framework and this is reflected in her practice. Children benefit greatly from a childminder who is keen to develop her practice and ongoing training takes priority with a varied range of early years courses and workshops regularly attended. The childminder is generally aware of her key strengths and areas for further development and some processes are already in place to monitor the effectiveness of her practice. For example, the childminder actively seeks feedback from parents and the children in her care. The childminder is beginning to implement a system of self-evaluation to closely monitor and evaluate her practice to ensure continued improvement.

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provision

Documentation is well-organised and confidentiality is always maintained. A range of informative policies and procedures are used effectively by the childminder to protect children and to promote their well-being. The environment is safe and supportive and gives children many opportunities to make choices. The childminder is very conscious of safety and ensures children are closely supervised at all times. Written risk assessments are in place to ensure potential hazards to children are identified and minimised and consequently, children remain safe. The childminder has a secure knowledge and understanding of how to safeguard children's welfare. She regularly updates child protection knowledge and last completed a safeguarding course in April 2009. Child protection guidance leaflets alongside an informative child protection policy are in place and shared with parents.

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provision

The childminder effectively organises her time and resources to ensure children's needs are fully met. She shows a strong commitment to inclusive practice and takes great care to find out about and to meet children's individual needs. For example, useful information gained from parents is used by the childminder to plan and provide care and learning that meets children's specific needs. The childminder welcomes the children in her care and their families into her home and well- established relationships with parents and carers ensures children's care and learning needs are fully met. Parents are provided with good quality information. For example, a portfolio and a welcome pack ensures parents are fully informed of the setting's policies and procedures. Information is verbally exchanged on a daily basis between the childminder and parents . Daily diaries are also used with very young children to share information. Parents are actively involved in their children's

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provision

learning and effective partnerships are in place with other early years settings that children in her care attend, such as the local pre-school, to fully promote the integration of care and education.

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The quality and standards of the early years provision

The childminder uses the Early Years Foundation Stage (EYFS) framework to plan a varied range of activities and play experiences for children. Planning is flexible and is mainly led by children's interests. Activities are adapted so they cater for each child which ensures children receive an enjoyable experience and ensures all This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children are included. Systems for observing and assessing children are still in the early stages of development but the childminder knows the children in her care well and uses this information to support and promote their learning. Consequently, children are making good progress towards the early learning goals. Visits to toddler groups further promotes children's learning and develops their social skills. The childminder supports children in their play, asking questions and engaging them in conversation to promote their language and communication

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The quality and standards of the early years provision

skills. For example, when out walking, they discuss the surroundings and environment or when reading stories they discuss the pictures in the books. Children's physical development is encouraged and full use is made of the indoor and outdoor environment. Children enjoy bouncing on the trampoline in the garden or regular visits to a soft play centre where they have opportunities to fully develop their physical skills. They regularly enjoy music and movement sessions led by the childminder. Children are able to express themselves creatively and participate in art and craft activities and use a varied range of mediums such as painting, playdough and drawing. The childminder uses daily routines and activities to incorporate children's problem solving, reasoning and numeracy skills such as weighing and measuring when cooking. Children's knowledge and understanding of the world is promoted through discussion and some activities which look at

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The quality and standards of the early years provision

other cultures and countries. Children's understanding of the environment is encouraged and children keenly participate in activities such as planting and growing sunflower seeds.

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The quality and standards of the early years provision

The childminder has a secure knowledge of the EYFS welfare requirements and highly effective strategies are implemented by the childminder to promote and safeguard the welfare of children. Children's health is protected as good hygiene practices are applied. For example, effective nappy changing procedures minimise the risk of cross infection. Through discussion children learn the importance of personal care routines, such as why they must wash their hands after visiting the toilet or before eating. Children receive a healthy balanced diet and are developing an understanding of healthy eating. For example, through discussion, children learn the importance of eating fruit and vegetables. Children's safety is fully protected and children develop a good understanding of keeping themselves and others safe. For example, they discuss road safety when out walking and when travelling in the car, understand the importance of wearing a seat belt. Clear

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The quality and standards of the early years provision

emergency evacuation procedures are in place which are regularly practised with the children to ensure they know how to stay safe in an emergency. Children's behaviour is managed well. Positive behaviour is promoted with regular praise and encouragement from the childminder, which develops children's self-esteem and sense of achievement. The childminder encourages children to discuss their feelings in a safe environment. She acts as a good role model as she is calm and sensitive. Children behave well because they are aware of their boundaries through the use of simple house rules such as sharing and taking turns and, through discussion, children learn to respect and co-operate with others. 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? 2 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? 2

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Years Foundation Stage promoted?

How well are children helped to stay safe? 2 How well are children helped to be healthy? 2 How well are children helped to enjoy and achieve? 2 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

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