Water Hall Primary School

Inspection report for early years provision

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Unique reference number 143264 Inspection date 18/11/2009 Inspector Michelle Ann Parham

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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 1987. She lives with her husband in a house in Milton in Portsmouth. The house has toileting facilities situated on the first floor. The home is within walking distance to local schools, pre-schools, shops and Milton park. The ground floor of the property is used for minding which includes a designated playroom. There is a fully enclosed rear garden available for outside play. The family have a dog in the home. 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 may be in the early years age range. There are currently seven children on roll, of which three are in the early years age range. The childminder is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. The childminder is a member of the National Childminding Association and attends groups for children on a regular basis.

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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

Children are happy and enjoy their time at the setting as the childminder is attentive and responds to their individual needs. She has made positive steps to effectively meet the requirements of the Early Years Foundation Stage (EYFS), working in partnership with the local authority development worker and attending additional training to develop knowledge and understanding. Overall previous actions and recommendations are met and the childminder has completed some informal self evaluation, identifying systems that would improve current practice and contributing to continuous improvement.

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further?

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

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further?

 further extend information gathered about children's starting points to ensure sufficient challenge and stimulation for their learning and development  continue to develop the observation system in place to clearly identify key objectives for children's learning and development, including clear evaluation for whether targets are met  record existing injuries to ensure concerns are noted as soon as possible and can be acted upon to safeguard children.

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the early years provision

The childminder has attended safeguarding children training and has an awareness of possible signs and symptoms that would cause concern. Accidents and medication are recorded effectively, however there are no instances of existing injuries recorded, which does not ensure concerns would be noted at the earliest This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 possibility to promote the welfare of children. Written risk assessment is completed and the childminder helps children understand hazards as they learn to cross the road safely and discuss strangers and unfamiliar animals. Children evidently feel safe in the home as they engage confidently with the childminder and make full use of all areas available to them during play. Fire evacuation is completed regularly for children to know how to evacuate the home efficiently in the event of an emergency.

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the early years provision

The childminder is beginning to evaluate her practice and is taking steps to drive improvement. For example, she has worked closely with the local authority development worker to introduce learning journeys to record children’s progress. Next steps are not consistently identified, however, to promote achievements or evaluation completed to ensure children build on what they know and can do. The childminder attends additional training and early year’s conferences and makes use of publications, such as ‘Who Minds’, to keep abreast of initiatives and improve work practice. Children are effectively supported as the childminder spends her time purposefully involved which has a positive impact on learning and building warm and trusting relationships. They benefit from a very well resourced, dedicated playroom which is organised to be comfortable, bright and welcoming. Resources are in good condition and easily accessible for children to initiate their

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the early years provision

own play which has a positive impact on developing responsibility and independence.

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the early years provision

The childminder recognises that children are individuals and have different needs in accordance with their stage of development. Activities are adapted to ensure all can participate and, for example she will include babies at story time by sitting them on her knee or in a high chair at the table to join in play safely. Documentation to collate children’s information from parents in regard to care and routines is in place, however at this time does not include what children know and can do to ensure they are sufficiently and immediately challenged when they first start at the setting. All information is shared verbally with parents and documentation signed where required. The childminder has recently introduced a termly report outlining achievements in all areas which she shares with parents and which she intends to share with other key persons at preschool to support children’s learning and improve partnership working. Children have a variety of

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the early years provision

resources to promote understanding of others, such as books and small world figures. The childminder includes learning about other countries and cultures and, for example children have recently celebrated Divali, including decorating their hands and learning about Bindi’s. Children are treated with equal concern and suitable documentation is used to ensure individual needs are identified and met. They are beginning to learn about sustainability as the children visit the glass bank to recycle resources and local craft bank where, for example they thoroughly enjoy old cardboard tubes they can bring home and use for running balls and cars through. The childminder also makes good use of community resources and places of interest, such as Canoe Lake for crabbing, Victoria Park to see the animals, the library to choose favourite books and Portsmouth Natural History Museum. As a result children’s fitness is promoted and they develop understanding of their wider

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the early years provision

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

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and outcomes for children

Children make satisfactory progress in their learning and development, benefiting from a wide range of resources and an attractive dedicated playroom. Free play is encouraged which promotes independence and the childminder plans focus activities and outings, such as collecting conkers and acorns in the park or going to Music Madness group. Children engage well with the childminder and records evidence they are beginning to show appreciation of others as they praise peers for doing well with the hula hoop for example. They enjoy a wealth of small world and pretend play resources, such as the new kitchen and farm, which helps them explore creativity and imitate home life. They have opportunities to problem solve, working out how the lock puzzle works or how to fit transport tracks together. Counting is included into natural free play and routines, such as counting the stairs and discussing shapes and colours as they use the play dough. The childminder

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and outcomes for children

interacts well with the children which has a positive impact on their verbal communication skills and confidence. Children have easy access to mark making equipment and enjoy a range of craft activities that include painting and gluing and, for example building their own robots out of junk modelling resources.

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and outcomes for children

Children are adopting important skills for a healthy lifestyle as they have rigorous procedures in place to promote good hygiene, such as regular hand washing and using wipes to prevent the spread of infection, knowing why it is important to get rid of germs. They have posters informing them of foods that are good and not so good for the body and benefit from healthy snacks and drinks. Children enjoy a weekly music and movement group, outings on a daily basis and a very good selection of gross motor resources in the rear garden which ensures they have regular fresh air and exercise, learning why this is important to be fit and healthy. Their well being and emotional development is promoted as they begin to gain confidence in larger group settings with a view to easing their transition into preschool and then school. Children behave well at the setting and benefit from the childminder using positive techniques, such as distraction, discussion, praise

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and outcomes for children

and encouragement and time out to think if required, learning about how their behaviour affects others.

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and outcomes for children

Learning journeys evidence a balanced curriculum and the childminder follows children’s interests, such as when they have seen a bee they have visited the library to research further information and looked for more mini beasts using the magnifying glass in the garden. Children have electronic toys to explore technology and are becoming skilled in operating equipment, such as the compact disc player and globe, contributing to developing important skills for the future and an understanding of how things work. Children are happy in the setting, enjoying their play and the company of the childminder. They enjoy the comfortable, homely environment where they have fun and are encouraged to achieve. 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 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 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 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: 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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