Marlin Montessori 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 129176 Inspection date 17/06/2009 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 1995. She lives with her husband and two young adults aged 17 and 22 years in Hatfield. The whole of the ground floor of the home is used for childminding also identified are the first floor rooms. There is a fully enclosed garden for outside play. Access to the childminder's home is via a 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 five children attending part-time hours, four 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, nursery or 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 well for children within EYFS promoting their welfare with success whilst arrangements for safeguarding children are extremely robust. Informal methods of working with parents and carers ensure that each child's needs are met. Children engage in activities that are led by their interest and stage of development promoting good progress. The partnership with parents is established to ensure continuity of care but plans for working with other settings are yet to be implemented. The childminder assesses her care and evaluates its benefit to children ensuring that she is able to bring about changes where needed and continue to develop positive outcomes for children.

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further?

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

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further?

 develop links with all other settings providing for children in the EYFS  identify an initial starting point for children's learning that involves parental input; use the observations and assessment to identify and record next steps for learning which feed into the planning.

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provision

Policies and procedures are used very effectively to promote the welfare of children. The childminder has an excellent understanding of issues relating to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 safeguarding regularly attending updated training and implementing efficient measures to safeguard children. She extends her knowledge by attending training such as 'Assessment, Observation and Planning', and 'Being Healthy' and is currently completing an National Vocational Qualification Level 3; this promotes her continued development. The childminder works very closely with parents identifying specific needs, such as where children are receiving medical attention or professional involvement for assessment of need, to ensure that children receive appropriate support. The partnership with other settings are being considered but have not yet been implemented meaning that a consistent approach is not

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provision

The childminder completes self-evaluation using training, professional publications and close involvement within the National Childminders Association (NCMA) to ensure she continually updates her knowledge. Risk assessment is completed both for the home and outings to minimise risk. An additional safety precaution is the carrying of a notebook containing all contact details for the childminder and children plus an medical requirements. This enables prompt action to be taken by the emergency services in the event of a accident.

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provision

Resources are organised within opaque, accessible crates to enable children to self-select materials and initiate learning. Free indoor to outdoor movement fully supports choice. Flexible routines encourage children to enjoy a range of activities within the home and exploration of the local community fosters an awareness of the immediate world around them. They visit social and activity groups each week, Willows Farm in St. Albans where they have close contact with animals, and enjoy new experiences such as day trips to the London Aquarium. Verbal feedback to parents is used very effectively and supplemented by the sharing by email of all photographs taken and included in children's files. The childminder carries out observations of children, making decisions about further developmental areas to foster, and uses those to track progression for each child. However, there is no process to agree a baseline starting point for children with parents which means

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provision

that they are not fully involved in their children's learning.

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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 good progress in their learning. Activities and play opportunities are planned according to children's current interests and build from plans drawn from their tracked progression. However, the lack of records to show identified next steps for each child within EYFS and how those feed into the planning means that the process is not fully utilised to maximise children's learning. Children of all ages enjoy role play, such as with the doll's house, where they represent things which are familiar within their play. They count and sort household items, discuss the rooms of the house, plan meals to eat and describe what they are doing exploring their language skills. Children explore creativity through a variety of ways including Hama beads, playdough and plaster moulding. These offer them tactile experiences and extend their fine motor skills.

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The quality and standards of the early years provision

The environment and accessible resources motivate children to explore. They This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 independently seek books to read and share including catalogues where they discuss and anticipate future events such as Christmas. Children show that they understand writing is used for many purposes. They use some technology such as, a remote-controlled train to explore and show an interest in machinery used in the community. For example, children link their toy tractors to the ones seen at the school cutting the grass leading on to note that the grass needed to be cut ready for sports day so they could run more easily. They are using their increasing understanding to discuss what they see around them and draw conclusions.

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The quality and standards of the early years provision

Children have ample opportunities to explore their physical capabilities. They enjoy the very well-equipped garden using a large selection of wheeled vehicles, a play house, water and sand, and many other small play items. They show a well- developed understanding of safety as they close the gate to the swings area, which has a soft bark surface beneath, to ensure that younger children are kept safe. Children take part in growing some plants such as cress and sunflowers when they measure and compare size and height. They enjoy water play beginning to explore science and problem solving as they use funnels and jugs to measure and fill other vessels.

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The quality and standards of the early years provision

Children thrive because they are in a very secure environment. Children are gently introduced to routines that promote their safety, such as emergency evacuation, from a young age. They learn to be safe because they are encouraged to think about dangers. They consistently close the gate in the garden for younger children, practice road safety and wear wrist straps where needed when walking, and move around the home safely. Children learn to socialise and interact with others practising skills, such as table manners, that will help them in their future lives. They manage their own shoes and make informed decisions about the wearing of cardigans dependant on how cool they feel. They know that they need to wear sun-hats in fine weather and comply with this diligently to maintain good health. Children develop an appreciation of others and take part in fund raising events such as 'Red Nose day' for Comic Relief and an under-fives bike ride to

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The quality and standards of the early years provision

raise money for Keech Cottage hospice. They learn to be aware of the needs of others as well as themselves. Children enjoy exploring languages of each other's families and new cultures through celebrations and events to broaden their awareness of the wider world around them. 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? 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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