The Augustus Smith 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 129166 Inspection date 24/06/2009 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 May 1997. She lives with her husband and two children aged 14 and 18 years in Hatfield, Hertfordshire. The whole of the property is used for childminding. There is a fully enclosed garden for outside play. The childminder has one dog. Access to the childminder's home is via single step.

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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 three children attending, all of whom are within the Early Years Foundation Stage (EYFS).

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Description of the childminding

Two children attend other settings such as the early years unit of the local primary school or the local pre-school. The childminder is able to provide care for children with learning difficulties and/or disabilities and those for whom English is an additional language.

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Overall effectiveness of the early years provision

Overall the quality of the provision is good. The childminder provides extremely effectively for children within the EYFS, promoting their welfare and promoting safeguarding in an exemplary manner. Informal methods of working with parents and carers ensure that each child's needs are met. Children engage in activities that are fully led by their interests and stage of development, promoting excellent progress. The partnership with parents, and with other settings, is established and secure, promoting continuity of care and support for overall development. The childminder seeks continued development through training and personal review but is yet to develop self-evaluation and quality improvement processes as the basis of ongoing internal review.

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further?

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

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further?

 identify an initial starting point for children's learning involving parental input at the beginning and throughout the learning journey  further develop self-evaluation and quality improvement processes as the basis of ongoing internal review.

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provision

Procedures are used very effectively to fully promote the welfare of children. The childminder has an excellent understanding of issues relating to safeguarding and seeks regular updated training to promote her understanding. She completes workshops focussing on environmental health issues and registers as a food This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 business to support her overall care for children in the home. She extends her knowledge by attending training such as, 'Observation, assessment and planning' and, 'Linking sounds and letters'. The childminder holds a Certificate in Early Years; this attention to training and improving knowledge promotes continued development. However, the childminder is yet to devise methods to self-evaluate as the basis of ongoing internal review to assess areas and plan for development to improve outcomes for children.

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provision

The home and resources are organised to ensure that children may self-select materials and initiate learning. Children move freely between the ground floor areas and the outdoors, choosing from materials and ensuring continued interest. Risk assessments are particularly robust showing periodic as well as daily checks, which are charted in a log showing premises checks, checks for the car and any outing undertaken that day. All eventualities are planned for, including accident, breakdown or delay. Flexible routines encourage children to enjoy a range of activities within the home and regular exploration of the local community fosters an awareness of the immediate world around them. For instance, they use the local Children's Centre as well as network social groups where they have opportunities for physical play and social interaction.

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provision

The childminder has formed firm relationships with parents to ensure that care is consistent. Verbal feedback is used together with extensive notice boards offering information. Children's individual folders are shared with parents and the EYFS is fully explained within them. However, there is no clear system to show that planning builds from a baseline assessment into which parents contribute or for them to contribute to the learning journey. This means that parents are not fully involved in their child's learning. Links with other settings are well established with the childminder seeking information to enable her to complement the care offered in those settings.

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The quality and standards of the early years provision

Children are offered a broad range of activities that support them in making excellent progress in their learning. Activities and play opportunities follow the principles of the EYFS and are planned according to children's current interests and the next steps identified by reviewing the ongoing assessments. Observation is used effectively to maximise children's learning and development, although with no clear baseline assessment it is not possible to fully involve parents in the process of learning. Children enjoy role play, such as with the doll's house, where they represent things with which they are familiar during their play. They compare size, reflect on the purpose of items making considered decisions, and show very good persistence and concentration. Children visit large country parks, open farms and local lakes where they have opportunities to have close contact with animals as well as extensive physical play in both open areas and designed children's play

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The quality and standards of the early years provision

Children explore number and solve problems during everyday play such as when they set the table and chairs for snack, deciding how many chairs are needed at the table or roll the dice counting the spots on each side. They explore number as This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the childminder helps them to count in twos, showing interest in number and reasoning. When playing tennis they understand that they need one bat each and calculate the total without help. The discuss events that are taking place and widely advertised, such as Wimbledon, talking with the childminder about watching this at home with their parents. Children have ample opportunities to explore physical capabilities. They enjoy the well-equipped garden using a large selection of materials and show a developed understanding of the need to protect themselves in the sun, wearing hats and applying sun protection lotion before they

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The quality and standards of the early years provision

play. They tell the childminder if she has missed parts of their body and discuss with her how they must be aware of the heat from the sun, having regular drinks. Children organise the play, directing the childminder to throw and catch with them, graduating from bean bags to balls and then to tennis. They use the local park as it offers more shade for play later in the day. Children take part in growing some fruits and vegetables such as tomatoes and peppers, learning about growth and the need for sun and water linking to foods for health. They choose fruits such as nectarines and bananas for their snack together.

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The quality and standards of the early years provision

Children thrive because they are in a very secure environment. Risk assessments are designed to minimise risk but also to promote children's understanding of personal safety. For example, they are introduced to routines that promote their safety such as emergency evacuation bi-annually or more often if new children join the setting. The wearing of high-visibility waistcoats ensures that children begin to understand the need to be visible and take care when walking in the community. They learn to be safe through visits from the police to the local childminding network group, where children explore how the emergency services support them. They learn to use the telephone to contact help in the event that the childminder is incapacitated, practising receiving and making calls using a large poster showing the number to call on the fridge. These methods to promote children's understanding of safety in a wide range of situations, including safety in the sun,

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The quality and standards of the early years provision

ensure they have a superbly developed sense of personal safety. Children enjoy being helpful to others and offer to help frequently. They ask if they can help and know that some tasks are for adults, such as the kettle, explaining that it can burn as it is hot. They assist younger children with play offering them equipment and waiting patiently as they have their physical needs met. They show that they are developing social skills that will equip them for their future lives in community. 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? 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

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