Castledon School

Inspection report for early years provision

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Unique reference number 115461 Inspection date 08/09/2009 Inspector Beverly Hallett

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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 1992. She lives with her family in the Sidcup area of the London borough of Bexley. The childminder's home is a four bedroom house which is suitable for wheelchair access. The ground floor is used for childminding purposes and there is a secure garden for outside play. The childminder is registered to care for a maximum of six children under eight years at any one time, no more than three of which may be in the early years age group. She is currently mining seven children, three of whom attend part time. The provision is registered on the compulsory and voluntary parts of the Childcare Register. The household includes a cat.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder has a good understanding of individual children’s needs and ensures their welfare and learning are promoted well. Children play and learn within safe boundaries and very much enjoy being together. The partnerships between the childminder, parents, local schools and pre-schools contribute towards ensuring that the needs of all children are met consistently. This helps them to make good progress. The childminder's capacity for maintaining ongoing improvement is good, highlighting the setting's strengths and clear priorities for development. This helps to ensure that the needs of children and their parents are met.

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further?

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

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further?

 continue to develop the observation and assessment systems used to support children's learning  continue to develop self-evaluative practice/cycle and consider recording this information in writing.

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the early years provision

Children are safeguarded effectively through clear procedures which when linked with the childminder's good knowledge ensures their welfare is promoted at all times. The childminder is clear about child protection issues and keeps a good range of documents and information to support prompt action should she have any concerns about a child. Clear risk assessment ensures children play in a suitable environment and this helps them to feel safe and secure whilst in the childminder's care.

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the early years provision

The childminder strives for improvement and reviews her practice in light of new This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 knowledge gained from attending training, and comments from parents and colleagues. However, she does not yet record the information she gathers, or her plans for improvement in writing. She works with parents to support children’s development by sharing developmental information and asking parents about children’s current interests and abilities. Resources are plentiful, varied and used well in order to maximise children's learning potential. For example, toys and resources are freely available both indoors and out, and the childminder ensures furniture and equipment are suitable for children of all ages and stages of development.

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the early years provision

Equality and diversity is promoted well within the childminder's practice. She keeps a small but suitable range of toys and resources which offer positive images of diversity and uses planning to offer more detailed information through activities, such as art and craft work. Every child is valued as an individual and the childminder knows individual children, their needs and interests very well. She uses that knowledge to ensure all children and their families are supported according to their specific needs and circumstances. Systems for self-evaluation are good. The childminder is clear about the strengths of the provision, has acted promptly on information from the last inspection and sets realistic, meaningful targets for improvement to her practice.

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the early years provision

The partnerships between the childminder and other settings which the children attend contributes towards promoting children's achievements and good progress. The childminder engages with parents to ensure children's care and learning are well supported and shares appropriate developmental information. However, this information is not yet securely linked to the early learning goals. Parents are included and involved in their children's learning and development, supporting consistency of care for the children.

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and outcomes for children

The childminder has a sound but developing understanding of the Early Years Foundation Stage requirements and supports children's welfare and learning effectively. The provision of toys, resources and experiences cover all areas of learning and help children make good progress. The childminder uses very good interaction to help children feel confident and secure in the setting. This enables the children to explore freely and gain the maximum benefit from the available toys and resources. For example, when children make up a game where they have changed their names, the childminder happily joins in, and this turns into a silly, fun time where children and adult exchange much laughter and jokes. The childminder reads stories with the children and they squeeze onto her lap, showing much pleasure in her company. As a result of this interaction, children are learning to enjoy both the spoken and written word, developing their communication skills

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and outcomes for children

and interest in learning new things. Children are provided with plenty of physical exercise through trips into the local community, garden play and visits to the park. A very good range of art and craft materials encourage their creativity and using stickers and scissors develops their hand and eye coordination and physical dexterity. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Observations are carried out on the children, and she is beginning to assess the learning and development which is taking place and recording this in a formal way. However, this still needs to be linked more clearly to the early learning goals in order to share developmental information effectively with parent and other professionals. Children are treated as individuals and the childminder supports the needs of children with special educational needs and/or disabilities effectively. She uses her knowledge on how children develop to guide her interaction style with

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and outcomes for children

each child, as well as to plan appropriate toys and resources to ensure all children can access easily. This supports all children in being active learners and enables them to move forward effectively in their learning and development.

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and outcomes for children

Children enjoy their time within the setting. There is much fun and laughter and children of different ages mix well together. Older children show much care and consideration for the needs of the smaller ones and although there are minor altercations, generally children behave very well. For example, they share the craft resources, take turns with the glue, and make up pretend games together. When children are upset as a result of another’s actions, the childminder encourages them to talk to the other child and explain their feelings, eliciting an apology from the other child.

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and outcomes for children

Children feel safe and secure within the childminder's care and demonstrate this as they laugh and play in all areas of the setting. They confidently lay on the floor to play, hop up and down from the table, or go over to the sofa, making choices and learning independently. They learn about keeping safe in a range of situations as the childminder reminds them to put toys away before someone hurts themselves by stepping on them, and ensure they are all familiar with safety rules, such as what to do if there is a fire.

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and outcomes for children

Good health and hygiene routines are adopted by the children. They know when and why they need to wash their hands and do this independently. Healthy meals and snacks are offered and drinking water is readily available. Children talk about healthy foods and the foods they like, showing positive attitudes to eating. 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 2 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 2 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 2

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Stage

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

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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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