Catford School

Inspection report for early years provision

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Unique reference number 126660 Inspection date 22/12/2009 Inspector Cilla Rachel Mullane

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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 1999. She lives with her husband, who is also a childminder, and family in Herne Bay, Kent. Their home is within walking distance of local schools, pre-schools and parks. The ground floor of the childminder's house is used for childminding; there is a downstairs toilet, and bedrooms upstairs are used for sleeping. There is a fully enclosed garden for outdoor play, a smaller area of which is enclosed for smaller children.

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Description of the childminding

The childminder is registered on the Early Years Register to care for three children. When she works with her co-childminder they can care for six children in the early years age group. They are currently caring for eight children in the early years age group on a part time basis. She is also registered on the compulsory and voluntary parts of the Childcare Register to care for children aged over five years, and is currently caring for two in this age group. They are sometimes supported by childminding assistants.

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Description of the childminding

She is a member of the National Childminding Association.

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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

The childminder skilfully interacts with children, getting down to their level, and enjoying their company. Children in the Early Years Foundation Stage make good progress, and learn from fun and creative activities, laughing frequently as they enjoy their play. She observes children at play, and uses observations effectively to plan individual children’s next steps, thus providing challenging activities tailored to individual children’s needs and interests. Parents are well informed, and pleased with the childminding service. Her ability to maintain continuous improvement is good: she uses self-evaluation and information gained from training and research constructively to improve outcomes for children.

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further?

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

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further?

 improve the information given to parents regarding safeguarding  further develop the exchange of information with other settings attended by children, such as nurseries

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the early years provision

The childminder works closely and consistently with another childminder (her husband: EY338615). The childminding is well organised, and the childminder and her co-childminder work very effectively as a team, sharing most aspects of the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 work. Although they generally work consistently, they both have specialisms which enhance the childminding service. For example, the childminder takes the lead with planning craft activities, while her co-childminder enjoys physical play outdoors. The childminder and her co-childminder find it useful to observe each other’s practice, pointing out areas for improvement, supporting each other, and thus improving the childminding service.

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the early years provision

The childminder attends a range of training courses, keeping her up to date with various aspects of childcare, including ‘Observation, assessment and planning’, ‘Safeguarding’ and ‘Self-evaluation’. Effective use of self-evaluation has led to improvements to outcomes for children. For example, the childminder has increased the range and accessibility of toys and equipment available to the children, and begun to label resources with pictures as well as words.

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the early years provision

The childminder plans effectively to help individual children progress. Observations with photographs show children’s interests and achievements, and are linked to the areas of learning. They are used to plan further activities which that child will enjoy, and which will offer suitable challenge. They are linked together to show children’s progress.

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the early years provision

Children are well safeguarded. Parents are given comprehensive information in an introductory pack about how to make a complaint and how to contact the regulator, so children would be protected if they had concerns. She has a good knowledge and understanding of child protection issues and procedures, but information given to parents regarding safeguarding is brief. A careful record of accidents protects children, and parents are promptly informed of bumps to the head, and given the choice of whether or not to collect their child. The childminder is vigilant about children’s safety: for example, she moves toys away from the doorway to avoid a tripping hazard. Children know how to keep themselves safe in the event of fire, and confidently discuss the procedure.

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the early years provision

The childminder makes good use of the environment: she and her co-childminder are deployed effectively indoors and in the garden so that children can have the choice as to where they want to play. The needs of children of different ages are met because a part of the garden is sectioned off and appropriately equipped for children in the early years age group, while the older children can access more challenging resources in the main garden. Therefore all children are kept safe and receive the correct level of challenge. Good use is made of the space available, so children can move around freely. Upstairs, children sleep undisturbed in cots in different rooms, monitored by baby alarms, so children are kept safe through good supervision. They enjoy messy play, such as making mince pies with play dough at the kitchen table, and self-select from the resources at child level in the lounge. They sit on bean bags to read books, and dress up to enjoy role play in the play-

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the early years provision

Relationships with parents are strong and professional. Parents’ questionnaires and references are used to seek their views, and to ensure they are meeting the needs of children and their families. Parents appreciate the childminder’s ability to provide exciting craft activities, the wide selection of activities and resources, and the provision of good quality outings, such as to the library, woods and Leeds This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Castle. They feel happy that their children are treated as individuals, with kindness and within firm boundaries. They appreciate open and honest communication, written, verbally and by text. Activities are fun and educational, well thought out and challenging, and their children are becoming independent. They are confident that their children are well supported, and feel safe and happy. Where children attend other settings, such as school or nursery, links have been appropriately

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the early years provision

established: the childminder passes information between the setting and children’s parents, which promotes continuity of care. She plans to further develop this aspect of her work by, for example, using a daily diary.

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and outcomes for children

Children’s welfare is well promoted. They really enjoy their time with the childminder, singing Christmas songs as they play. They make good progress in all areas of learning. Children find their own folders and look at photographs of themselves, remembering with pleasure: ‘that’s my tepee, there I am!’. They recognise their names on their folders, and attempt to write the first letters. Pre- school children are adept at counting, and interested in numbers, reading number books to themselves, saying ‘six ducks swimming’. Displays show interesting adult- led activities, such as making snowflakes, when older children cut out their own, and smaller ones enjoyed adding glitter to ready-made shapes, so all children were included. There is a good balance between adult-led and child-initiated activities: children have made shapes out of dried bread to hang on the Christmas tree display, and made firework pictures by rolling balls in tins of paint. They really

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and outcomes for children

enjoy messy play, for example, exploring the textures and feel of instant whip. Children willingly take turns and work as a team: activities such as taking it in turns to run under the parachute while the other children lift it up help children learn the benefits of working together, and about fairness and each taking a turn.

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and outcomes for children

Children feel safe and welcome in the childminder’s home. Young children recognise the picture, such as a bear, on their own towel. This increases their sense of belonging. As the childminder changes toddlers' nappies, she chats to them warmly about the Christmas lights, making them feel safe and secure. Toddlers are starting to learn about road safety: they shout ‘go go go’ when the see the green man. Children know how to keep themselves safe in the event of fire, and confidently discuss the procedure.

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and outcomes for children

Young children are offered food if and when they need it, and the childminder sits at the table with them eating carrot, apple and orange, helping children make healthy choices, and setting a good example regarding good manners. A selection of laminated placemats, for example, with pictures of fruit, are good talking points at mealtimes, reinforcing messages about healthy eating. 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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