Fieldstone School

Inspection report for early years provision

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Unique reference number 141515 Inspection date 09/09/2009 Inspector Jane Mount

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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 registered in October 1998. She lives with her husband and twelve year old son. The property is situated in New Bradwell, Milton Keynes, Buckinghamshire. The whole of the ground floor is used for childminding purposes and there is a fully enclosed rear garden available for outdoor play. The family have no pets except for a small tank of fish.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The registration is for a maximum of six children under eight years at any one time including three children in the early years age group. The childminder is currently caring for three children in the early years age range and one child who is over eight years of age. Children attend on a part-time and full-time basis. Overnight care is not provided. The childminder is a member of a local childminding group.

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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 is developing a sound knowledge and understanding of the Early Years Foundation Stage (EYFS). Children are treated as individuals and the childminder works closely with parents to ensure children are fully included and their needs are met. Children are safeguarded and their welfare needs are met with most required documentation for the safe and efficient management of the EYFS in place. Children are provided with a varied range of play and learning experiences which ensure they generally make good progress in their learning and development although effective observation and assessment systems are not yet fully developed. Some processes, such as self-evaluation, for monitoring the setting to ensure continuous improvement are in the early stages of development.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 make available to parents a written statement that provides details of the procedure to be followed if they have a complaint (Safeguarding and promoting children's welfare; this also applies to both parts of Childcare Register). 28/09/2009

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further?

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

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further?

 develop further systems to use children's observation and assessment records to plan the next steps in a child's developmental progress  develop further a quality improvement process, such as self-evaluation, to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 monitor and extend effective practice and ensure continued improvement.

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the early years provision

Safeguarding procedures are secure and children's welfare is protected as the childminder has a sound knowledge and understanding of how to safeguard children. For example, the childminder has increased her knowledge through completing a child protection course and is therefore familiar with the procedures to follow should she have a concern. Children's safety is protected and the environment in which children are cared for is safe. The childminder is very conscious of safety and appropriate measures are taken to keep children safe. For example, she closely supervises the children in her care and a written risk assessment details how risks are minimised to protect children and on-going visual assessments ensure children remain safe.

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the early years provision

The childminder has worked hard to develop an understanding of the EYFS framework and this is beginning to be implemented in her practice. She has attended an EYFS briefing session which she found informative and beneficial and she is in the process of ensuring all documentation is in line with the new framework. Overall, records, policies and procedures required to promote children's welfare, learning and development and to meet their individual needs are generally well-organised. For example, children's attendance is accurately recorded and children's contracts contain the required information. However, during the re-organisation of documentation the childminder has overlooked ensuring there is a written complaints policy which is shared with parents. The childminder is generally aware of her key strengths and some of the areas requiring further development. She has some informal systems in place to monitor

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the early years provision

her practice. For example, she seeks verbal feedback from parents. The childminder is beginning to implement a system of self-evaluation to more closely monitor her practice to ensure continued improvement.

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the early years provision

Children's care, learning and welfare are overall promoted because the childminder puts the individual needs of children in her care first. Resources are accessible and developmentally appropriate and the daily routine is planned to ensure children are fully included and their individual needs are met. The childminder welcomes the children in her care and their parents into her home and she works closely with parents to provide an inclusive environment. She has a portfolio to share some information about the setting with new and prospective parents. Information is then verbally exchanged on a daily basis with parents to ensure children's needs are met including discussing children's progress and achievements. The childminder demonstrates a positive attitude and awareness to liaising with other early years settings delivering the EYFS such as the local school, nursery or pre- school to ensure continuity in children's care and learning.

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the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder is beginning to develop a sound knowledge and understanding of the learning and development and welfare requirements of the EYFS framework. Children are making steady progress in their learning and development as the childminder knows the children in her care well and has a sound knowledge of child development. She understands that every child is unique and she works closely with parents to find out about and to meet children's individual needs to ensure they are fully included. Overall children experience a range of play experiences which generally cover the six areas of learning and are led by children's interests. Simple observation and assessment systems have recently been introduced for each child which show how children are progressing. However, these are in the very early stages of development and are not yet fully used by the childminder when planning future play experiences for the children in her care.

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and outcomes for children

Children experience a range of activities and play experiences which generally support their learning and development. They enjoy their learning and participate in a mixture of adult-led and child-initiated play with the indoor and outdoor environments used to promote children's play and learning. Regular visits to toddler groups further promotes children's learning experiences and enhances children's opportunities to develop social skills and to become more creative and independent thinkers. From an early age children are able to make some decisions and independent choices in the activities they play with as the environment is organised with some resources at child height. The childminder supports children in their play, asking questions and engaging them in conversation to support their early language and communication skills. For example, they look at books together and enjoy discussing the pictures. Children's numeracy skills are encouraged

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and outcomes for children

through everyday routines such as counting the coloured bricks when tidying them away. Children have some opportunities to express themselves creatively and enjoy drawing with crayons or making pictures using their cutting and sticking skills. Children's sense of belonging is promoted as some of their art work is displayed. Children are beginning to gain some understanding about diversity and the wider world. For example, they look at books together and learn about other countries and cultures. Some resources help children develop positive attitudes to others such as a range of multi-cultural books. Children have opportunities to learn about the local community such as when they visit the local park to feed the ducks or attend story time at the library. Children develop a positive attitude towards being active as they are encouraged to develop their physical skills. For example, they enjoy music and movement sessions and learn how to jump high to touch the

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and outcomes for children

ceiling. In the garden they enjoy jumping on the trampoline and at the park they enjoy playing on the swings or slide.

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and outcomes for children

The childminder implements strategies to promote children's health and well-being. For example, she has a clear policy in place regarding sick children which ensures children's health is protected. Also, effective procedures such as the use of paper hand towels ensure the risk of cross infection is minimised. Children are beginning to learn about the importance of personal care routines to keep them healthy. For example, discussing the importance of hand washing to prevent the spread of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 germs and the childminder sensitively reminds children to wash their hands after visiting the toilet or before eating. Healthy eating is promoted and the childminder works with parents to ensure children receive a healthy balanced diet. Children learn about healthy eating through discussion such as talking about the benefits of eating a variety of fruits and vegetables. Children's behaviour is managed well due

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and outcomes for children

to the childminders clear and consistent approach and therefore children begin to understand their boundaries. The childminder promotes positive behaviour and praise and encouragement are regularly used to promote children's self-esteem and develop their sense of achievement. For example, younger children are learning to share and are praised by the childminder when they take turns to play with a favourite toy. Positive relationships between the childminder, parents and children enable children to feel secure and settled in the childminders care. Children's safety is protected and they are developing an understanding of how to keep themselves and others safe. For example, when out walking they discuss road safety and know it is important to hold hands. The childminder has an emergency fire plan which she has practised with the children and therefore children learn how to stay safe in an emergency. 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 3 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 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Procedures for dealing with complaints). 28/09/2009

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Procedures for dealing with complaints). 28/09/2009

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