Cole Street Primary School

Inspection report for early years provision

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Unique reference number 105049 Inspection date 06/10/2009 Inspector Kelly Eyre

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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 1993. She lives with her partner and one adult child in Luton, Bedfordshire. The whole of the ground floor of the childminder’s house is used for childminding and there is a fully enclosed garden for outdoor play. The family has a dog and a tortoise.

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Description of the childminding

The childminder provides care on each weekday during term-time and school holidays. She is registered on the Early Years Register to care for a maximum of three children in the early years age range and is currently minding three children in this age group. She also offers care to children aged over five years and this provision is registered on the compulsory and voluntary parts of the Childcare Register. There are currently six children on roll in this age group. Children on the compulsory and voluntary parts of the Childcare Register share the same facilities as those on the Early Years Register.

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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 good partnerships with parents and has a thorough knowledge of each child's needs and interests. She uses this to ensure that children's needs are consistently met and they are offered appropriate care and activities that promote their welfare and learning. She actively uses information from her assessments of children to inform activity planning and ensure that they are offered appropriate support. The childminder maintains a positive and honest approach to self-evaluation, continuously reviewing her work. This enables her to build a clear picture of her practice and to carry out improvements, thereby providing a service which is responsive to children's needs.

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further?

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

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further?

 develop further the use of the self-evaluation process as the basis of ongoing review of practice  develop further the planning procedures to show how children's next steps are consistently fed into the overall planning in order to provide further experiences which are appropriate to each child's stage of development.

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the early years provision

Children's welfare is consistently promoted because the childminder attends additional training and has a thorough understanding of her responsibilities relating to safeguarding children. This is further supported by a written procedure which enables her to identify any child at risk and take appropriate action. Thorough This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ongoing risk assessments mean that hazards are minimised and children's safety is promoted. Ongoing explanations from the childminder help children build up their understanding of how to keep themselves and others safe. For example, young children understand why it is important to pick toys up from the floor.

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the early years provision

The childminder demonstrates a genuine enjoyment of her work and a commitment to making changes that improve the outcomes for children. She has a clear vision for the future and her self-evaluation procedures support her in prioritising improvements to achieve this. Recent improvements include the introduction of written assessments of children's progress, enabling her to plan appropriately to promote their individual development. However, the self- evaluation process is not fully utilised to inform the overall review of daily practice and to evaluate the impact of any changes made. Children are offered a range of opportunities that support their good progress because the childminder makes efficient use of resources. Her home is welcoming and resources are organised and generally accessible. The childminder also uses community resources, such as parks, the museum and library in order to provide an extended range of

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the early years provision

The childminder has a good understanding of discrimination and how this affects individuals. She uses this knowledge to ensure that the service she provides is inclusive to all children and their families. She works sensitively with parents to ensure that she understands each child's background and needs. She gently encourages children to recognise differences and respect diversity. Children's self- esteem and sense of belonging are promoted as their views are valued and their interests are reflected in the activities offered. The childminder maintains good relationships with parents and carers, enabling them to exchange information about their children and ensure that the childminder can offer them appropriate support. Parents are well informed about the service the childminder provides. They have easy access to all policies and procedures and have daily discussions with the childminder to keep them up to date with their child's activities and

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the early years provision

progress. Consistency of care is further promoted as the childminder has a good understanding of the importance of maintaining close links with other professionals. For example, she ensures that she is aware of the topics covered by the pre-school so that she can offer complementary ones.

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and outcomes for children

Children make good progress and are supported in achieving because the childminder has a thorough understanding of the Early Years Foundation Stage. She has developed her own practical procedures for assessing children as they play, confidently using this information to inform activity planning and thereby provide relevant activities to promote children's individual development. However, this is not fully promoted because the planning procedures do not show how children's next steps are consistently fed into the overall planning. The childminder's home is safe and welcoming and children's behaviour demonstrates that they feel secure. They happily move around the house, select resources and play independently or with the childminder. They are confident and are therefore This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 actively involved in their own learning, developing positive attitudes to this.

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and outcomes for children

The childminder's confident approach to daily planning means that children are encouraged to develop their own play and are offered appropriate support in this. For example, young children choose to play with the toy food and are encouraged to name the different foods and talk about their favourites, with the childminder introducing new vocabulary, such as 'watermelon' and encouraging children to discuss the different shapes of the food, talking about concepts, such as 'similar' or 'the same'. Children's experiences are enhanced as the childminder readily joins in with their play. For example, she reminds them about the animals they have been discussing and includes an associated rhyme, making children laugh and giggle as they join in with the actions. The childminder uses her knowledge of each child to make the best use of their individual learning styles and interests to promote their development. For example, children showing an interest in cars are encouraged to

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and outcomes for children

count these, name the colours and read associated books.

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and outcomes for children

Children's emotional development is promoted as they develop secure relationships with the childminder. She ensures that there are consistent boundaries and children are involved in developing the house rules, further promoting their sense of security and enabling them to develop their understanding of appropriate behaviour. Their understanding of diversity is developed as they participate in discussions and access relevant resources. For example, they enjoy looking at the books and posters in other languages and many discussions are initiated by these. The childminder's good planning means that children are encouraged to be active learners and explore. For example, they enjoy visits to the museum and 'Discovery Centre', where they find out about life in the past and explore scientific experiments.

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and outcomes for children

The environment is interesting and resources are generally accessible, enabling children to make independent choices. Their enjoyment is enhanced and they are offered an extended range of opportunities as the childminder makes good use of additional resources. For example, children enjoy playing with shoe boxes and yoghurt pots, using these in their role play and as construction materials. Children's individual development is promoted as the childminder acquires resources specifically to aid this. For example, in order to encourage children's communication skills, the childminder provided microphones; children enjoy experimenting with these and have great fun singing and dancing together.

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and outcomes for children

Children are developing a clear understanding of the relevance of good hygiene practices. They wash their hands before meals and even young children help themselves to tissues to wipe their noses, disposing of these in the bin afterwards. Children have opportunities to develop physical skills and learn about the importance of exercise. For example, they play parachute games and make tents which they crawl in and out of. They have many opportunities to develop early reading skills and an appreciation of books. For example, they enjoy reading with the childminder and attend a weekly 'story time' at the local library. Children have opportunities to explore the uses of information and communication technology and thereby develop valuable skills for the future. For example, they use interactive activity centres, play on musical keyboards and use toy telephones. 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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