Watford Grammar School for Boys

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 136276 Inspection date 11/08/2009 Inspector Linda Janet Witts

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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 has been registered since 1996. She holds a Nursery Nursing Examination Board qualification and also a Level 3 qualification in Children's Care, Learning and Development. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to accept up to five children under eight years of age at any one time and three of these may be in the early years age range. There are currently six children on roll, of whom two are in the early years age group.

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Description of the childminding

The childminder lives in Yate, near Bristol. She shares her home with her three children all aged over seven years and their pet dog. Minded children are cared for primarily within the ground floor rooms of the house. There are toilet facilities on the ground floor and sleep facilities are available on the first floor. The garden and covered outdoor area are used as an integral part of the children's play environment. Local amenities include shops, schools and parks within easy walking distance.

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Overall effectiveness of the early years provision

Overall the quality of the provision is outstanding. The childminder is experienced and highly motivated in her work, ensuring that all children attending receive high quality care. Exemplary partnerships with parents and others involved in children's care ensure that children receive consistent and complementary care. Children are all valued, fully included and relish their time at the setting. Children's learning and development is impressive and the provision for their physical and emotional well- being is excellent. The childminder has effective systems to ensure that all welfare requirements are met well and she continually reflects upon her practice to assess the effectiveness of her provision.

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further?

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

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further?

 consider ways to support children to prepare for transition to nursery and to develop links with the setting so as to encourage future partnership working

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provision

The childminder has high aspirations for her provision. Her practice is exemplary. She embraces training opportunities and has completed a level 3 childcare qualification to bring her knowledge gained through existing qualifications up to date. The childminder is very organised and maintains all records and legally required documentation well. She has developed comprehensive policies and procedures for safe and efficient management of the Early Years Foundation Stage This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 (EYFS) and to ensure children's individual needs are met. All parents have read the policies. Rigorous risk assessments work to effectively minimise risks without inhibiting children's play and exploration. Records of risk assessment within the home, garden and on outings are clearly recorded and regularly reviewed.

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provision

The childminder's home is warm and welcoming and provides a child-friendly play space. Walls and other available surfaces are used to display children's art work, useful information for children and parents, and also attractive photographic displays of the children enjoying planned activities and experiences. Parents can see the photographs displayed and are also given their own 'memory book' of photographs showing what children do whilst with the childminder. The childminder works very successfully with parents, actively promoting two-way communication. Parents speak highly of the childminder and praise the care their children receive. Parents are encouraged to look at their children's progress records regularly and to add comments to them. In this way parents gain an awareness of the EYFS and how their children are progressing in their learning and development. The childminder has developed strong links with the local school and

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provision

intends to make links with the nursery a child is due to attend.

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provision

The childminder offers fully inclusive provision and encourages children to value diversity. She has experience of supporting children with complex learning difficulties and disabilities in another local setting and acts as a positive role model to children. The childminder is also trained in Makaton sign language. Activities are planned to help children to learn about different cultures. For example, activities planned around the theme of Turkish culture and celebrations such as Mardi Gras, Chinese New Year and St. Patrick's day. The childminder recognises that children have different interests and learning styles and takes full account of this when planning activities.

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provision

The childminder's evaluation of the service she offers is thorough and reflects her knowledge of what she does well and aspects that she would like to develop. She also actively seeks feedback from parents using parent questionnaires.

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The quality and standards of the early years provision

Children are settled and extremely happy in the childminder's care. The childminder knows each of the children's individual needs and values what children can do and their own ideas. Information about their individual needs is gathered from parents and through ongoing observation. This is effectively used to inform planning, to ensure every child is suitably challenged by, and enjoys, the learning experiences provided. Excellent planning and the support children receive from the childminder enables children to make significant gains in their learning and achieve impressively in relation to their starting points and capabilities. Activities planned for children successfully cover all six areas of learning. The childminder facilitates children's learning, knowing instinctively when to play an active role in children's play and when to stand back and let them play freely.

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The quality and standards of the early years provision

Children relate well to the childminder and receive warmth and affection. Their self-esteem is actively fostered. They are encouraged to gain independence, try This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 new things and to take pride in their achievements. The children are very sociable. They get on well with the childminder's children and also older minded children. The childminder plans regular excursions so that children can socialise with other children at toddler group and at sessions the childminder organises locally with other childminders and their children. They also meet up with others at the local park and join one another on outings to places of interest.

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The quality and standards of the early years provision

Children can move freely between the indoor and outdoor learning environments. Outdoors children get active using the varied range of wheeled resources, climbing equipment and trampoline. They engage in role play in the play houses and undertake gardening activities. There is also a covered art area in the garden with accessible creative resource materials.

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The quality and standards of the early years provision

The childminder encourages children's language development and shows a genuine interest in what children have to say. The children talk about what they are doing and make their needs known. The two-year-olds are keen to make marks and show increasing control when using writing implements. They also like to practise their mark making in other mediums such as, foam and 'gloop', a mixture of corn-flour and water.

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The quality and standards of the early years provision

Children learn about mathematical ideas from a young age. The childminder introduces them to mathematical language and the concept of counting, shape recognition and problem solving. Children under the age of three count confidently to five and will say the number relating to groups of objects. They recognise simple shapes and the childminder teaches them the names of other shapes. They match shapes as they play board games and count the numbers they roll on a dice. They take turns and concentrate hard as they join in board games with older children and follow game rules explained by the childminder. The two-year-olds show interest in the natural and built-up environment. They recognise environmental sounds and transfer what they learn into their small world and role play activities. For example, when playing with toy cars and emergency vehicles, they talk into the play microphone and mimic the emergency request played

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The quality and standards of the early years provision

through the rescue station toy they operate. They talk about the features of the fire engine and police car and add appropriate sound effects as they race the vehicles around the roadway mat.

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The quality and standards of the early years provision

Children are taken into the local community and to places of interest. Such visits include going to the seaside, animal parks and soft play centres. The children learn to respect other people, including those with learning difficulties and disabilities. They use facilities at a local school for children with special needs and join them on school trips. They are further helped to value diversity through activities and by using a broad range of resources that reflect positive images of culture, ethnicity, gender and disability. This, together with the excellent opportunities children have to problem-solve, use information and communication technology and to develop their language and literacy, provides children with skills that will contribute to their future economic well-being.

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The quality and standards of the early years provision

Children's welfare is also promoted extremely well. Children eat well enjoying a variety of healthy home cooked meals and snacks. Excellent procedures are followed to promote personal hygiene and safety. Children learn to keep This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 themselves safe because the childminder highlights potential risks to them. Regular practise of evacuating the home helps to familiarise children with emergency procedures. 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

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