Madginford Park Junior School

Inspection report for early years provision

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Unique reference number 118469 Inspection date 11/11/2009 Inspector Elaine Douglas

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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 1985. She lives with her husband in a house in Cheddar close to shops, parks, schools and public transport links. The whole of the ground floor is used for childminding and access to the property is via several steps. There is a fully enclosed garden for outside play. The family has a rabbit and a dog who is out on their farm during the day.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three children may be in the early years age range. She is currently minding five children in this age group. She also offers care to children aged over five years to 10 years. The provision is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder drives to local schools to take and collect children. She attends toddler groups on a regular basis. The childminder 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 has a well developed knowledge of the children's individual development, and works closely with parents and other providers to successfully meet children's welfare and learning needs. This means they make good progress considering their ages, abilities and starting points, and no child is disadvantaged. Children are safe and secure in the childminder's home and on the regular outings she organises. Satisfactory self-evaluation and good systems to seek advice ensure that the childminder continually looks to improve her practice, and provide good outcomes for children.

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further?

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

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further?

 implement a system for recording the observations of children's progress to ensure planning promotes all areas of development and identifies children's next steps in learning  develop further the system of self-evaluation to identify strengths and priorities for development  provide appropriate hand drying equipment to help prevent cross contamination This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are kept safe through good supervision and procedures. The childminder has good documentation in place to provide guidance for dealing with child protection concerns and allegations against herself or family members. She is aware of the signs and symptoms of abuse, and has organised attending child protection training to increase and update her knowledge. All members of the household have undergone appropriate vetting procedures. Very good risk assessments are carried out on all areas of the property and for each and every outing. Appropriate equipment is installed to minimise risks to children, while promoting their development. For example, children are able to move freely and safely around the premises to select resources, as stairgates prevent access to the steep and narrow stairs. All required records to safeguard children are in place and the childminder ensures that when she is off the premises she has contact details

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the early years provision

for each child, so that parents can be contacted quickly in an emergency.

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the early years provision

The childminder meets with other childminders to discuss practice and review their policies and procedures. She seeks advice from the local authority adviser and implements their recommendations. For example, she now records children's exact times of attendance rather than their contracted hours. This safeguards children by identifying the precise times when the childminder is responsible for them. The childminder has formalised a system for recording any complaints, which was raised as a recommendation at her previous inspection. She seeks the parents' and children's opinions of her setting, and uses this to ensure she is meeting their needs. However, she has no formal method of evaluating her provision to identify the strengths and her priorities for development.

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the early years provision

The childminder works effectively in partnership with parents. She has a good awareness of their circumstances and how she can support their child's individual needs. Daily discussions ensure that relevant information is exchanged to protect and promote the welfare of each child. The childminder has developed good links with the local school and so is able to provide consistent care and support for children's development. For example, a project on the Romans is continued in the childminder's home to promote children's knowledge and creativity through their role play. The childminder makes very good use of her premises and time to ensure children have good access to resources, and receive individual interaction. This ensures an inclusive provision where each child is effectively supported in making good progress.

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and outcomes for children

Children are extremely settled and confident in the childminder's home. She successfully promotes individual learning and development through planned activities, purposeful play and daily routines. Children have good access to well maintained, appropriate resources, which motivate children to explore and become independent learners. For example, toddlers select books, turn the pages and feel This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the textures. They take the pieces out of inset puzzles and with support from the childminder attempt to put them back in. The childminder demonstrates how moveable toys work and encourages children to try it for themselves. She moves to where the children show interest and ensures that each child receives one to one interaction. The childminder keeps a scrapbook containing photographs of the children taking part in activities and developing new skills. Through observation

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and outcomes for children

she knows the children very well and identifies how she can promote their next stages of development. However, she does not keep records of her observations to ensure all the early learning goals are promoted.

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and outcomes for children

Children respond positively to the childminder's good interaction. Toddlers babble and chuckle, and attempt words, as the childminder names objects. They enjoy pretending to talk on the play telephone and hand it to the childminder to join in. They repeat actions to find out how things work and move rhythmically to sounds. Planned activities include exploring paint and making marks, cooking and taking care of animals. Children benefit from many planned outings, such as going to the farm, Bath and the fire station. The childminder is aware of children's interests and uses this to stimulate their desire to learn.

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and outcomes for children

Children feel safe and secure and develop confidence as they explore their surroundings. They play in clean, warm premises and the childminder provides tissues, wipes and bibs to protect children's health. They wash their hands prior to eating, after using the toilet and after messy activities, and handtowels are regularly changed. However, they are shared, which does not protect them from cross contamination. The childminder is aware of children's dietary requirements. Snack and meal times are a social occasion and the childminder promotes good manners and healthy eating.

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and outcomes for children

The childminder provides a calm and caring role model. Children are inquisitive and play with a range of resources which provide positive images of people's differences. They have good opportunities to meet and mix with other children in the local community, and those who speak English as an additional language are encouraged to talk about their own culture. Consequently, children develop a positive attitude towards each other, build good relationships and display high self- esteem. Children of all ages are able to make decisions and the childminder respects their ability to understand their own needs. For example, toddlers get their bottle of milk, approach the childminder for a cuddle and indicate they are ready for their sleep. 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 3 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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