Burwarton CofE Primary 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 129805 Inspection date 13/05/2009 Inspector Lynne Kathleen Talbot

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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

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 December 1999. She lives with her sons aged 10 and 14 years in Bushey, Hertfordshire. The whole of the home is used for childminding. There is a fully enclosed garden for outside play. Access to the childminder's home is via a slope and single step at the threshold.

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Description of the childminding

The childminder is able to provide care on each weekday during term-time and school holidays. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to provide six places for children. There are currently seven children attending part-time hours, all of whom are within the early years age range. One child attends another setting such as the early years unit of the local primary school or pre-school.

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Overall effectiveness of the early years provision

Overall the quality of the provision is outstanding. The childminder provides extremely well for children within Early Years Foundation Stage (EYFS) ensuring that each child is fully included and making excellent progress. They are fully engaged with activities that take into account every child's stage of development. The provider uses robust systems for assessing risk and safeguarding children. Exemplary procedures for self-evaluation means that the childminder has an excellent overview of her strengths and is continually implementing changes to further improve outcomes. A highly effective partnership with parents ensures that each child is able to achieve their potential whilst systems for linking with other settings are well-planned for children's future attendance.

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further?

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

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further?

 further involve parents in the system to identify a baseline assessment and continued input into their child's progression.

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provision

Comprehensive policies and procedures promote the welfare of children. The childminder has an excellent understanding of issues relating to safeguarding and attends regular training. She extends her knowledge by completing training such as 'observation, assessment and planning', and 'mark-making'. The childminder begins training for the Early Years Professional Status during 2009; this attention to training promotes continued development. The childminder completes comprehensive self-evaluation consistently reviewing her provision and introducing new systems some of which arise from the review forms completed by parents. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 She uses cohesive methods with parents to seek feedback such as newsletters, questionnaires, notice boards and email contact. Links with other settings are established and the childminder ensures that she gathers information about topics

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provision

and areas of development covered at those settings.

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provision

In-depth risk assessments for the home are completed and all outings undertaken thoroughly assessed. Extra precautionary measures include the wearing of wrist straps, fluorescent discs for arms and the buggy when walking in the community. The home and resources are extremely well-organised to ensure that children are able to self-select materials from labelled boxes and bags to initiate learning. Seating areas at different heights fosters children's independence.

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provision

The childminder is committed to ensuring that her practice is inclusive for all families and supports their rapidly emerging knowledge of their local community and the wider world. For instance, they attend parks such as Radlett and Knebworth, visit places of worship including a Hari Krishna temple, and the Victorian school in London. Children explore festivals regularly, these are noted within newsletters and planning for parents, and include St Georges Day. They explore non-verbal communication as they use signing on a regular daily basis. Detailed development folders are used showing assessments, observations and identified next steps for every child for each week. A full review is completed by the childminder each week establishing progress made and identifying next steps. These comprehensive methods fully support children's development although there is not yet a clear system to show how parental involvement feeds the baseline

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provision

assessment or ongoing progression of the children.

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The quality and standards of the early years provision

Children are offered an inventive range of activities that support them in making excellent progress across all areas of learning. Individual learning plans are developed showing each child's identified next steps and activities to promote that outcome. Narrative and spontaneous observations, together with an abundance of photographic evidence, feed the learning journeys which are shared with parents regularly. Next steps are added to the files as well as the daily planning book demonstrating that planning is individual for every child enabling them to fulfil their potential. Children show great care for each other as they help younger children, welcome each other and agree on their chosen play.

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The quality and standards of the early years provision

Children have ample opportunities to use technology. They use the computer finding programmes and enjoying children's software as well as being guided by the childminder in research as questions arise. Young children show great interest in laptop computers finding letters and naming them and laughing with delight as they complete their names. Children enjoy a multitude of sensory experiences exploring treasure baskets holding fabrics and wooden materials as well as 'discovery bags' designed by the childminder for themed days such as 'winter' or 'getting dressed'. They explore early science using water and discuss floating and sinking. Children show advanced language skills because the childminder constantly describes what she is doing yet gives them time to listen and respond. For example, when explaining to the children that they need to clear toys away to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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The quality and standards of the early years provision

make space, children listen and then look around them telling the childminder, 'there is a space over here that is big enough'. They demonstrate not only a grasp of explaining themselves but problem-solving skills.

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The quality and standards of the early years provision

Children become engrossed in topics that they can relate to. For instance, the theme of the Postman results in children writing and posting letters and postcards, greeting the postman at the door, delivering a parcel to a neighbour, and taking part in role play in the 'tent' indoors. They compare the weight of the parcel explaining heavy and light with skill. Children love to sing in a group. They gather props together from story bags enjoying songs such as 'ten fat sausages', and 'five little ducks' which they sing enthusiastically counting with ease and subtracting confidently. All children are fully included with babies able to take part holding and clapping with the toys themselves as they listen to rhythm and 'join' in with singing.

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The quality and standards of the early years provision

Children thrive because they are in a very secure environment. Children take part in events that enable them to consider their local community and the wider world, for example, as they take part in activities linked to National Honey week or explore 'May Day' making may-poles and finding out about customs on the internet. They take part in safety evacuation and use visits from the fire service to broaden their understanding of personal safety. They practise road safety each day and use cones in the garden with wheeled vehicles to 'drive' and reinforce their developing knowledge. Children plant and grow vegetables such as peas; when planting sunflowers in pots they develop a book to take home. This is to measure and record the height of their flowers developing an understanding of measuring and mark-making as well as giving a sense of responsibility. Children have an excellent sense of personal hygiene and tell the childminder they must each wash

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The quality and standards of the early years provision

their hands before snack. They sing the 'hand washing' song and enjoy marking their own flannel with a named peg to identify it for the day. This shows a highly developed awareness of personal care. 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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