St John Henry Newman Catholic VA Primary School

Inspection report for early years provision

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Unique reference number 149159 Inspection date 29/09/2009 Inspector Lynne Kathleen Talbot

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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 August 2000. She lives with her husband and two children aged 15 and 13 years in Stevenage, Hertfordshire. The whole of the ground floor of the home is used for childminding. There is a fully enclosed garden for outside play. The childminder has a dog. Access to the childminder's home is via a slope and a single step.

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Description of the childminding

The childminder is able to provide care on each weekday during term-time and school holidays. She is registered on the Early Years Register and on 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, no more than three of which may be in the early years age range. There are currently five children attending part-time hours, three of whom are within the early years age range. The childminder takes children to and collects from other settings such as the early years unit of the local primary school or the local pre- school.

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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

Children's individuality is respected by the childminder because she develops a good knowledge of each child's needs and interests. She forms a positive relationship with parents and carers adapting her care to meet changing need and offering good feedback regarding learning, development and welfare issues. This helps to ensure that children's needs are met and that activities promote good progress across most areas. Partnerships with other agencies working with children in the Early Years Foundation Stage (EYFS) are yet to be fully established. The childminder takes very positive steps to promote children's welfare through fully established routines for health, minimising risks and clear safeguarding awareness. She has an effective and positive approach towards self-evaluation, continuing to review her work and plan for further development; this ambition and commitment provides a good basis for improvement thereby maintaining a service that is

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further?

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

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further?

 develop further the observations and assessments to identify learning priorities in order to plan relevant and motivating learning experiences for each child  develop further the opportunities for children to gain an increased knowledge of other cultures and beliefs, special educational needs and disabilities  develop links with all other settings providing for children in the Early Years Foundation Stage (EYFS). This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is very well promoted because the childminder has a good knowledge of the EYFS. She has a clear understanding of her roles and responsibilities relating to safeguarding independently seeking updated training and arranging emergency cover in full agreement with parents for any emergencies. Comprehensive risk assessments are completed for the premises and outings, together with records of smoke detector checks and routines, and weekly and monthly cleaning routines. Children are given ongoing reminders of how to keep themselves safe. For example, they tidy toys away to ensure the floor is clear and are reminded about safety in the garden when close to low walls, or using bats or racquets when close to other children. Safety on the roads or in the community is discussed to enable children to learn about personal safety when away from the home.

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the early years provision

The childminder offers an inclusive service for all children in her care ensuring that she is aware of their individual learning styles and is using this in her planning thereby narrowing the achievement gap. This is shown when discussing how children adapt to new situations, the amount of support they require or how current interests are incorporated into the activities. The childminder has good understanding of cultural differences and the impact of inequality, with provision to support children's awareness of the wider community. She completes some planning to develop children's awareness and knowledge of other cultures and beliefs, special educational needs and disabilities through everyday activities but recognises the positive impact of continuing to develop this further. The childminder has a positive attitude towards working with other agencies to support children but relationships with other settings that children attend are, as yet, to be

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the early years provision

fully established to support a consistent learning approach. The relationship with parents and carers is very good enabling them to exchange information. The childminder uses daily diaries as well as individual observation record books and weekly displayed planners to share children's development and progress.

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the early years provision

The childminder demonstrates genuine enthusiasm for her work and is motivated to continue making changes that improve outcomes for children. She uses self- evaluation and has a clear picture of her strengths and areas for development maintaining a vision for the future. Recent improvements include the learning files for every child and training booked for safeguarding, food hygiene and building a portfolio for 2009. Children make good progress in their learning because the childminder makes very good use of resources. The environment is conducive to learning, safe and well cared for. Children independently seek out activities and move freely from indoors to outside initiating learning. The childminder takes appropriate steps to ensure that resources and the environment are sustainable supporting children's respect for materials as they care for them. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are confident and enjoy the time spent in the childminder's care. They make good progress in their learning because the childminder has a good understanding of the EYFS. Activities are matched to the full range of children's needs. The childminder makes general written summary observations periodically which she links to the areas of learning and identifies next steps for each child based on those observations. Broad outline weekly planning shows the main activity to take place which may be a social group, craft based activity or role play. However the planning does not fully show the learning experiences planned for each child which the childminder identifies using her observations, assessments and feedback from parents and carers.

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and outcomes for children

Children are motivated and interested in a broad range of activities and take responsibility for what they do. For example, they enjoy building with train tracks developing shaped tracks, discussing tunnels and bridges, and telling the childminder about train trips they have been on with their families developing conversation skills. Children show a sense of achievement as the childminder offers plenty of praise. They thoroughly enjoy play with dough shaping it by hand telling each other they are making snakes, snails and snowmen. They place facial features on the snowman comparing the number of eyes, noses and mouths to their own counting naturally within their play. They explore the texture talking about it being cold and smooth, and laugh with delight when they discover the shapes that can be made by moulds or by pressing the dough through shapes to make 'hair' squeeze from the top of the moulds head.

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and outcomes for children

Children are confident and eager to share their knowledge when sharing books together. Older children confidently 'read' to younger children using the illustrations and their recall from having the book read to them to explore reading skills. They discuss animals and insects sharing what they know about them and listen eagerly as they learn that cheetahs can run very fast and glow-worms shine like lights. The childminder naturally challenges children as they play supporting their emerging knowledge. For instance, children count, match and name colours, compare sizes, and learn to share and work together at joint activities. They are creative and enjoy role play with the home corner area using fruits and vegetables as they cook. Children show an interest in informative posters displayed showing fruits and vegetables to promote good health, the calendar, and parts of the body. These support their curiosity and eagerness for new information.

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and outcomes for children

The childminder is mindful of her role in ensuring safety and helps children to understand personal safety. For instance, they take part in emergency evacuation each month and can review the procedure using the poster displayed at their eye height. Children's behaviour demonstrates that they feel safe. Some children are initially wary of new adults and the childminder is clearly aware of this having assessed possible reasons and making adjustments to her care to fully support children to settle. They relate very well with her seeking close physical contact for security showing a sense of trust in her care. They are beginning to learn about personal hygiene through well-defined routines and know they must wash their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 hands before eating talking about 'washing the germs off so they don’t become poorly'. Good use is made of the outdoor area to enable children to exercise and

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and outcomes for children

extend their physical skills. They enjoy climbing, using tents, riding on wheeled vehicles, using racquets and balls, and throwing Frisbees. Children show a clear enjoyment of learning in an outdoor environment. 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 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 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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