Middle Street Primary School

Inspection report for early years provision

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Unique reference number 114369 Inspection date 03/12/2009 Inspector Christine Clint

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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 has been registered since April 1998. She lives with her husband and one daughter who attends college. The home is in a residential area in Broadbridge Heath, on the outskirts of Horsham, West Sussex. The ground floor of the property is used for childcare and children have access to a lounge/dining room, conservatory and toilet facilities. There is also a separate ground floor room for sleeping smaller children or for older children to use after school. A courtyard garden is available for outside play. The family have a cat and a gerbil.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for six children under eight years; of these, not more than three may be in the early years age group. There are currently 11 children attending on a part-time basis, four of these children are in the early years age group. The childminder has completed a Cache Level 3 Early Years Foundation Stage Certificate.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder shows a high level of knowledge and understanding of child care and individual children's development. She has a proactive nature and seeks further information continually, she has fully increased her knowledge of the early years regulations through attending training and has introduced thorough systems to evaluate her provision. The childminder shows a strong professional attitude towards child care and strives to meet the needs of individual children and their families at all times. There are dedicated systems in place to establish effective relationships and sound continuity with many children and families to meet their needs.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 ensure that children's full names are recorded in the daily attendance register.

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the early years provision

Safeguarding has a high priority in the childminder's home and in her systems of managing child care. She has recently updated her child protection training; she shares all information with parents regarding her responsibilities to refer concerns and she knows the procedures to follow. Very clear records show that the childminder assesses all risks to children within the home, these are checked This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 regularly and documented every six months. The childminder has also assessed all local outings and listed all risks. She writes clear reminders to herself, for example, to remember to charge her mobile phone fully before any outings. The childminder soundly understands her responsibility to inform Ofsted of any changes and she has enabled all adults within the home to be checked. All written permission for transport and many extra areas of care, is in place from parents; they are

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the early years provision

comprehensively informed and know how to raise any concerns. The family home is clean and well prepared for children's needs, the childminder has created a totally child centred environment and follows very effective methods to maintain hygiene and prevent infections. She includes clear documentation for all children's health needs and she understands the need to record all children's times of attendance, although their full names are not included on the register. There are practised routines in place for fire drills and the childminder displays her evacuation plan and encourages children to gain confidence in taking part, she links this with books, pictures and stories and provides stickers for small children.

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the early years provision

The childminder has driven many improvements in her setting since the last inspection. She has increased the space for children on the ground floor of her home and older children often use the converted garage as an art and craft room. There is easy access to the conservatory and the courtyard garden, which children can use in all weather conditions. She displays a wealth of posters, pictures and photographs of the children as well as information for parents. There are ample play resources which the childminder has increased and she successfully ensures that children can reach all equipment suitable for their needs. Children clearly show that they know where to find items and their interest is stimulated. The childminder has gained a certificate for studying the Early Years Foundation Stage Framework (EYFS), she has maintained a current first aid training certificate and she has registered with the Environmental Heath Department. The childminder has

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the early years provision

also followed the requirements of the EYFS and included records to show how she plans for activities to meet children's age and stage of development. These show how she observes and records children's progress, including tracking children's movements to gain a full understanding of their interests. The folders for individual children show well written observations, supported by photographs with clear examples of how children have made progress. For example, the childminder had used the child's own words to describe how cold milk could be mixed with hot milk to make it cooler. The childminder recognises the significance of children's progress and plans for their next steps in learning. She has a unique ability to recognise all children's preferences and provides equality of opportunity for all children attending regardless of age.

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the early years provision

Parents are very well informed of all aspects of children's care and learning with the childminder, they see the records of assessment and can take these home. They provide full detailed and helpful information which enables the childminder to settle small children and meet their needs. From this information the childminder can assess children's starting points and include their needs in her plans for activities. Parents complete regular questionnaires and have opportunities to show their satisfaction or raise any differences of opinion; the childminder considers these responses as an appraisal of her performance. Parents are clearly settled and happy with the childminder, they sometimes stay to feed children and there is an open and warm relationship. Many families have placed children with the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder and continue to have a strong connection.

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the early years provision

The childminder has frequent contact with other carers because she collects pre- school children very regularly. She has developed systems to ensure that any information about children's progress and levels of development can be shared with other carers as well as parents, she understands that this is a requirement of the EYFS. The childminder has extensively described all areas of her provision in her self evaluation form, she has provided substantial examples to show how highly she values her role and her commitment to children in her care.

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and outcomes for children

Babies who visit are provided with comfortable and safe places to lie, they have the childminder's full attention and plenty of suitable toys close by. The childminder is totally responsive and quick to recognise babies' needs for sleep and feeding, she also knows when individual babies show interest in holding a spoon or needing something safe to chew on.

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and outcomes for children

Children are keen to collect each other from pre-school, they are clearly developing close relationships with other children attending and with the childminder, who encourages all the children to include each other in their play. Children are very settled and aware of the regular routines, they take their shoes off immediately, they know where to find the play resources and they confidently talk about their new babies. They recognise the pictures that the childminder has displayed and these prompt their discussions. Children are learning to be independent, to use the toilet and wash their hands. They are sometimes reminded to give each other some privacy at these times and they are learning when this is appropriate. They have many signs displayed to remind them about daily hygiene and they become very excited about cleaning their teeth after lunch; they all choose the flavour of toothpaste they prefer. Children sit together at a small table to eat their individual

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and outcomes for children

lunches, they recognise that this is a time for interaction and socialising. The childminder sits with them to encourage some children's eating habits and she persuades everyone to eat all their lunch.

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and outcomes for children

Children instigate play with each other, they wear cowboy hats and then decide to find umbrellas. The childminder encourages them to think about safety with the umbrellas indoors and she supervises their actions. Children talk about size and measure themselves on the height chart on the wall, the childminder confirms their height and measures them against each other.

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and outcomes for children

Children are enthusiastic about creating different play and spontaneously think of making a camp, the childminder helps them to cover chairs and tables indoors and they begin to role play. They often include different ideas for role play, for example, being bridesmaids and playing pretend weddings, or going shopping in a charity shop. Children have pretended to go on holiday and talked about what they needed to pack. They continually interact with each other and the childminder, who reminds them of previous activities, especially Halloween when they made pumpkin masks and many local children knocked on the door. Children learn about This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the natural world and about recycling by planting cress seeds in yoghurt pots. They use pebbles and paint these to look like ladybirds. Children learn to name different fruits and the childminder likes to find more unusual ones to encourage

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and outcomes for children

children to see, smell and taste. Children learn to tidy and put away the dressing up clothes, the childminder uses this as an opportunity to encourage children to learn about folding clothes. They sing frequently and learn new songs, the childminder often notes these in her diary to remember and to link with another activity or theme.

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and outcomes for children

Children can make independent choices and often have outdoor play or go for walks. The childminder encourages their physical skills of jumping, balancing and bouncing with control. They learn to play ball games, they practise on wheeled toys and learn to pedal. Children are encouraged to use all their increasing skills and often record these themselves with the camera. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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