St Vincent College

Inspection report for early years provision

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Unique reference number 145229 Inspection date 01/09/2009 Inspector Rachel Edwards

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Type of setting Childminder to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk 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.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. 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 1993. She lives with husband, and adult children, one of whom is living at university, in a house in Devizes. Only the ground floor is used for childminding except for one bedroom for a sleeping baby. There is a fully enclosed garden for outdoor play. The registration does not include overnight care. There are no pets.

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Description of the childminding

She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register, to care for a maximum of six children under eight years. There are currently five children on roll, of whom three are in the early years age group. The childminder regularly attends the local childminding group, of which she is secretary.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder has good relationships with the children in her care and their families. She provides a welcoming and relaxed environment where children are generally happy and settled and make satisfactory progress in their learning. She works closely with parents to make sure that she meets each child's needs. The childminder has been unable to attend training for the Early Years Foundation Stage (EYFS) and is not fully familiar with the requirements for supporting children's learning, making it difficult for her to plan for each child's development so they achieve as much as they can in all areas of their development. She reflects on what she does, but does not have clear plans for identifying areas for improvement.

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further?

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

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further?

 review policies, procedures and risk assessments to ensure they are particular to the setting  make frequent observations and assessments of each child's achievements and interests; use these to plan relevant and interesting learning experiences that will help each child make good progress in all areas of their development continue to devise ways to identify and address areas for development and to maintain continuous improvement

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the early years provision

The childminder attends regular training, for example, to update her first aid skills and knowledge of child protection and she has addressed recommendations made at the last inspection. She frequently meets with other childminders and uses her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 local Children's Centre to exchange good ideas. She is beginning to observe and record what children do but does not yet have effective systems for monitoring children's progress and what she offers. However, she has many years experience and meets children's individual care needs well, keeping children safe and healthy. The childminder considers the care she provides through positive comments from parents and observing the children at play. Hence she provides a caring service where children are generally happy and settled but she lacks effective systems for ensuring continued improvement.

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the early years provision

The childminder gives children's safety the highest priority. She has a good understanding of child protection and what to do if she has concerns for a child's welfare. She completes risk assessments and daily safety checks and minimises any potential hazards to children, although some areas of her risk assessments are not relevant to her setting. All children receive a warm welcome and are able to choose from activities that interest them. The very youngest children are not always sufficiently considered when planning activities to ensure that they are fully involved and activities adapted to suit their abilities and stage of development.

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the early years provision

Children use a good range of high quality play materials. They do not have free access to all these but the childminder puts out a good selection and children are confident to ask for other things they wish to play with. Good use is made of the local community, such as visiting parks, the library and the Children's Centre and these enrich the children's experiences. The childminder works well with parents; she spends time talking to them and gives them written information about the service she provides, although some details in her policies are not relevant to her provision. She builds trusting relationships which benefits the children. She has yet to build effective partnerships with other settings that children attend to ensure a consistent approach to children's learning and care.

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and outcomes for children

Children play well together and are sensitive to others needs and feelings, for example, a child sings to the baby to 'make him happy', she says. They willingly share and take turns and play co-operatively, such as when deciding how to organise a role play picnic. The childminder provides an adequate range of activities and experiences to help children develop and enjoy their time with her. She does not make full use of her garden, for example, for messy or sensory play, which the children enjoy when they attend group meetings. Children enjoy looking at books and sharing stories with the childminder and at the library. There is lots of lively chatter as they make masks and talk about the local carnival and the childminder supports their language development well as she speaks slowly and clearly to the children.

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and outcomes for children

Children develop excellent hand eye coordination, for example, cutting skilfully with scissors and picking up tiny pieces for their artwork. They are given freedom to express their own ideas and proudly produce lovely individual pieces of art. They use numbers and mathematical language as they play, for example, counting buttons and Hula-hoop snacks as they pop them on their fingers. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder watches children at play and notes what they are doing to help her assess their development. However, observations are infrequent and not clearly linked to children's progress in different areas of learning. Consequently she does not notice children's real interests and abilities and hence activities are not focussed on what will really engage children and help them take their next steps in learning and develop good skills for the future.

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and outcomes for children

Children are cared for in a very clean, well maintained home. They learn about the importance of personal hygiene and with good support soon manage toileting and hand washing very well on their own. Parents provide children's main meals and the childminder tops up their energy during the day with mostly healthy snacks. Children make regular visits to the park and other outdoor venues, such as an open farm, which allows them to enjoy and benefit from playing in the fresh air. When out and about, children learn about road safety and other safety issues, such as staying close or how to behave near animals. Children are allowed to take measured risks such as climbing on more challenging equipment or walking ahead on the pavement and this helps them develop responsibility for their own safety. 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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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 3

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Stage

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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