Fred Longworth High School

Inspection report for early years provision

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Unique reference number 106527 Inspection date 10/09/2009 Inspector Timothy Butcher

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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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 1998. She lives with her husband and child aged seven, in Henbury, Bristol. Her husband is registered as her assistant. The whole of the ground floor of the property and the first floor nursery is used for childminding. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of five children under eight years at any one time, of these, three may be within the early years age range and of these, one may be under one year. The childminder is currently minding five children under eight, of these three are within the early years age range; all of whom attend on a part-time basis. The childminder also cares for children over eight years. She attends the local toddler group, library and park. The family has a cat and some goldfish.

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Description of the childminding

The childminder is a member of the National Childminding Association. The childminder supports children with special educational needs and/or disabilities. She offers care under the supported day care scheme and is registered as a respite carer.

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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

Children enjoy their time with the childminder and have their individual needs met well. They make good progress in their learning and development. They have a safe environment in which to play. The provider has begun to evaluate some aspects of the provision and this leads to gradual though continuous improvement.

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further?

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

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further?

 continue to conduct observations of each child’s achievements and ensure these are updated consistently in order for each child’s learning journey to take a personal path based on their own interests, experiences and the curriculum on offer and ensure these are regularly shared with parents to enable learning to be continued at home  review and update policies to provide more detail, such as, the time scales involved in the investigation of a complaint  develop systems of self-evaluation further to identify the setting’s strengths and priorities for development that will improve the quality of provision for all children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has a secure knowledge of child safeguarding issues and knows how to protect children should she have a concern. She has a clear understanding of the signs and symptoms of possible abuse. The learning environment is made safe and attractive to children. The available resources are used well to achieve the desired outcomes in their learning and development. There is a good number of resources to meet children's general developmental needs, some of which reflect diversity, such as books. The childminder adequately promotes equality and diversity as levels of engagement with parents are well established and this results in a good knowledge of each child's background and needs.

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the early years provision

The childminder establishes effective partnerships with parents and carers. The care arrangements are fully discussed and agreed. There is a good exchange of information about children's starting points. Information is comprehensively shared on a day-to-day basis. This strongly contributes to the continuity of care for children. Information about children's progress is comprehensively shared with parents although not through a systematic framework. Parents report very positively about the childminder, describing her as professional, well-organised and caring. They comment positively on the family atmosphere, on the good range of activities on offer and on the safety and security of children. The childminder establishes sound working relationships with other professionals involved in the support of children and their families. The childminder has begun to develop partnerships with other settings who also provide care to the children that she

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the early years provision

The childminder has addressed most of the recommendations made at the last inspection. The childminder has suitable policies and procedures in place that adequately support the safe and smooth running of the setting. However, a weakness in the complaints procedure in regard to time scales, means that parents are not fully informed about the requirements within the procedure. The childminder has newly begun to evaluate her practice through the use of a self- evaluation form. This has yet to lead to clear action planning to identify priorities for improvement. She also asks for feedback from parents. She has introduced her own documentation to record children's learning under the Early Years Foundation Stage and intends to develop this further.

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and outcomes for children

Children relish their time at the setting and settle quickly on arrival. They thrive in the homely atmosphere and welcoming learning environment. Children make good progress in their learning and development because the childminder has a good understanding of child development and provides a good range of play opportunities to meet their individual needs. The childminder has a developing knowledge of the Early Years Foundation Stage and makes some useful observations of what children have learnt. She adequately identifies some of their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 next steps in development, although she has yet to track children's overall progress accurately so that any gaps in learning are more easily identified. As a result, some activities are not planned with children's next steps in development in mind and so their learning is not maximised. However, they make good progress in

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and outcomes for children

their learning and development because the childminder knows each child and their abilities very well and provides good quality interactions to support their play. The childminder provides a good balance of adult-led and child-initiated play. The childminder sits alongside children to support each child, such as during a cut and stick activity to make a birthday card. Children successfully create their own designs and afterwards a child delights in the spontaneous use of torn paper to make an improvised jigsaw puzzle. The childminder keeps up a narrative with children to stimulate their thinking, to develop their language and counting skills and to extend their play. She asks open-ended questions and leaves sentences unfinished to further extend their learning. Children have good opportunities to develop their social skills as they are prompted to be polite and to show each other respect. They learn to take turns and cooperate with each other, for example, they

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and outcomes for children

engage their imaginations and spontaneously share the props when having a 'picnic' under the table. The childminder makes discerning use of activity groups within the local community, for example, a singing group. Children develop their physical skills and knowledge of nature as they take their play outside to the garden. They also have regular visits out, such as to the park.

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and outcomes for children

The childminder teaches children about keeping themselves and each other safe, such as when using the shape chute. Children's health and well-being is strongly promoted through sensible hygiene procedures within the home. Children are suitably supported to learn self-care skills and to develop their independence because the childminder has good communication with parents and a clear understanding of each child's abilities. Children respond well to the frequent praise and encouragement and are provided with a very good role model. They begin to gain some understanding of diversity and the wider world through activities and the experiences they participate in. 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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