Henshaws College

Inspection report for early years provision

p.1

Unique reference number 121777 Inspection date 07/09/2009 Inspector Stephanie Graves

p.1

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.

p.1

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

p.2

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 1990. She is registered by Ofsted on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children in Borough Green, Kent. Her home is close to public transport, schools, shops, parks and other amenities. The whole of the ground floor is used for childminding. There is a fully enclosed garden for outside play.

p.4

Description of the childminding

The childminder is registered to care for a maximum of three children under eight years at any one time, of whom no more than one may be under one year. She is currently minding one child in the early years age range, for three full days each week. She also offers care to children aged over five years to under eight years.

p.4

Description of the childminding

The childminder attends the local toddler and musical activity groups and the local childminding group. She is a member of the National Childminding Association (NCMA).

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The childminder understands children's unique needs and ensures their welfare and learning are well promoted. They play and learn in safety and enjoy being with the childminder. The partnerships between the childminder, parents and outside professionals, contribute towards ensuring children's developmental needs are met consistently. This helps them to make good progress and promotes their welfare and development. The childminder's capacity for maintaining ongoing improvement is sound, with the recommendations from the last inspection all addressed. This helps to improve practice to ensure that the needs of the children are met.

p.4

further?

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

p.4

further?

 develop the use of reflective practice and self-evaluation to identify the setting’s strengths and priorities for development that will improve the quality of provision for all children  continue to develop the use of ongoing observational assessment and match observations to the expectations of the early learning goals to inform planning for each child’s continuing development

p.4

the early years provision

Children are safeguarded effectively through easily accessible guidance and procedures that ensure their welfare is promoted at all times. The childminder is clear about child protection issues and knows who to contact should she have any This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 concerns about a child in her care. This means the welfare of the children remains her priority. She ensures she risk assesses all areas of the provision carefully and undertakes daily checks to help minimise any risks to children's safety.

p.4

the early years provision

The childminder ensures she makes any necessary improvements to her practice to ensure children's safety is promoted well at all times. For example, she has recently taken steps to make improvements to fencing in the garden and to ensure the fireplace is safe in the lounge. The toys and resources available maximise children's learning potential. The furniture and equipment is suitable for children of all ages and stages of development.

p.5

the early years provision

Equality and diversity is promoted well. Children are valued as individuals and treated with equal concern. For example, the childminder follows the wishes of parents to ensure routines are followed and shares a good range of guidance and information with them. Systems for self-evaluation are satisfactory, helping the childminder to identify the strengths and weaknesses of the provision and improve practice wherever necessary. This helps to contribute towards effective outcomes for the children.

p.5

the early years provision

The childminder engages with parents effectively to promote children's care and learning. Information is shared and they are included and informed about their children's progress. A regular two-way flow of information helps to support children's learning and development needs.

p.5

and outcomes for children

The childminder supports children's welfare and learning effectively. The provision of toys, resources and experiences cover all areas of learning and help children progress well. For example, the childminder provides stimulating interactive toys and resources, to promote the sensory needs of babies. She talks to them as they play, which enables them to develop early communication and problem-solving skills, as they work out how the different components work. They are provided with plenty of physical exercise through daily outings to parks, toddler groups and musical activities.

p.5

and outcomes for children

Informal observations are carried out on the children and parents are informed of their children's achievements. However, the childminder does not clearly assess children's progress. For instance, she does not match her observations to the expectations of the early learning goals in order to plan the next steps needed in learning or chart children's progress. She does, however, continually build on children's current interests, abilities and needs in conjunction with parental input, which enables them to move forward effectively in their learning.

p.5

and outcomes for children

Children enjoy being with the childminder. They demonstrate close relationships with her and appear comfortable and settled. Babies attempt to communicate, for example, by smiling as they are fed and seeking the involvement of the childminder as they play with the toys provided. They attempt to imitate the childminder's actions, for example, as she shows them how to use the different This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 components of a programmable toy. This gives them opportunities to become inquisitive, helps them make connections and discover how things work. This also encourages their communication skills and very early awareness of number concepts. The childminder regularly praises children, for instance, affirming babies' achievements as they explore and play. This helps to develop their sense of belonging and self-assurance.

p.5

and outcomes for children

Children show they feel safe and secure within the childminder's care. They demonstrate this, for instance, as they smile and interact with her as she warmly acknowledges them upon getting them up after a sleep. Good health and hygiene routines are encouraged and even babies learn to wash their hands and begin to develop an early understanding of good personal hygiene. This also helps to prevent the spread of infection. Food is currently provided by the children's parents, although healthy meals and snacks are also offered. Babies enjoy interacting with the childminder as she talks to them about what they are eating during meal times. They confidently reach out for their beaker to help themselves to a drink and show through their body language that their needs have been met.

p.6

and outcomes for children

Babies make sounds and facial expressions in response to affectionate attention from the childminder. She is warm and caring towards them, which helps them to develop confidence and self-esteem. They demonstrate pleasure as they explore the toys available and feel confident enough to seek the childminder's attention. For instance, when she moves away from the high chair after feeding them, they attempt to interact with her. Her warm response helps them feel safe and secure.

p.6

and outcomes for children

Children's social and communication skills are promoted well. The toys and resources include positive images of diversity and children attend regular activity groups, which helps them to become aware of the similarities and differences between people in society. They are exposed to resources and experiences that encourage problem-solving. The experiences provided contribute well towards helping children develop the necessary skills for their future learning and development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8