Grace School

Inspection report for early years provision

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Unique reference number 129458 Inspection date 19/10/2009 Inspector Siobhan O'Callaghan

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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 1995. She lives with her husband and their two adult children in the village of Markyate in Hertfordshire. The family home is within walking distance of the local school and village centre. The whole of the ground floor is used for childminding purposes and children have access to the first floor bathroom. There is a cellar that is not included in the registration. Children have access to a secure garden to play.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register to provide care for a maximum of six children under eight years at any one time. Of these, not more than three may be in the early years age group and not more than one may be under one year at any one time. The childminder is currently caring for two children in the early years age group and two children in the later years age group. All children attend on a part-time basis. The childminder walks to local nurseries and schools to take and collect children. She attends a local toddler group with her minded children on a regular basis. The childminder supports children with special educational needs and/or disabilities.

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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 provides a welcoming and accessible learning environment for children, which in turn supports them to make good progress towards the early learning goals. Positive partnerships with parents and agencies are evolving; consequently children's opportunities to receive continuity of care and learning are continually developing. Children's welfare is protected through many positive policies and procedures which overall help to keep them safeguarded. The childminder demonstrates a purposeful approach to instigating improvements within her practice; this is evidenced within her commitment to keeping her knowledge and skills up-to-date and through her development of self-evaluation processes.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 carry out a full risk assessment for each type of outing and review it before embarking on each specific outing (Safeguarding and promoting children's welfare). 02/11/2009

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further?

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

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further?

 extend partnerships with parents to enable them to share information and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 become involved in their child's continuous learning and development.

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the early years provision

The childminder has developed a broad range of good quality records, policies and procedures to support the safe and efficient management of the Early Years Foundation Stage (EYFS). She has robust systems in place to ensure that all adults living within the household have undergone appropriate checks to deem their suitability. Children's welfare is promoted through the childminder's secure knowledge and understanding of safeguarding procedures. She ensures that she keeps her training within child protection up-to-date. The childminder prioritises children's safety as she conducts daily risk assessments within her home to keep this safe and secure. Children learn how to keep safe through regular emergency evacuation drills. The childminder demonstrates a good understanding of keeping children safe when on outings. However, she is yet to implement risk assessments for all the many trips that she embarks on with the children.

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the early years provision

The childminder shows commitment to improving her provision. Since her last inspection she has attended numerous training courses to develop her skills within the early years field. She has begun to reflect on her practice through self- evaluation processes demonstrating an ability to set clear targets for improvement. She has taken on board the changes with the new EYFS framework and has made a positive start on developing her planning and assessment systems to enhance outcomes for children. The childminder clearly values working in partnership with parents and outside agencies. She has developed close links with the schools to support children's integrated care and education. However, she is yet to develop a system to gather detailed information from parents about their children's starting points, and although parents have access to their children's observation folders they are not encouraged to share their own ideas to these. Parents make positive

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the early years provision

comments about the care their children receive, letters of thanks include: 'Our childminder provides my child with care and support that they need and works consistently with us to maintain home routines. She is reliable and flexible we would have no hesitation in recommending her as a childminder'. Children also demonstrate their thanks through their own letters: 'Thank you for looking after me for six years (all my life) you’ve been so kind thank you!’

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the early years provision

The childminder organises an accessible learning environment for children which encourages them to be independent. Children enjoy making choices about their play as the childminder enthusiastically follows their lead. The childminder demonstrates a competent knowledge and understanding of the importance of promoting equality and diversity with her provision. She values children's home backgrounds and meets their individual requirements through her daily practice and through the resources and experiences that are presented to them. All children are fully included within activities as the childminder effectively interacts with each child to ensure that they can participate and feel that their contributions are valued. The childminder currently cares for children with special educational needs and/or disabilities. She works closely with parents and the school that they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

attend. These strong partnerships contribute towards children receiving consistent care.

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and outcomes for children

The childminder effectively organises her home environment to promote children's opportunities to become independent and active learners. She ensures that they have a variety of choices, and supports them to develop confidence in communicating their wishes. For example, younger children are confident to express in their own way that they would like to play with the cars and garage. Although their language is still developing they are able to demonstrate their desires through gestures and actions. The childminder is quick to respond as she enthusiastically engages within their play. The childminder plans a broad range of experiences and activities that capture children's interests and thus motivate them to learn. Children are very excited with the presence of a large pumpkin as the childminder discusses the activities that they will enjoy next week which will include creating a lantern for Halloween. Children cannot hide their excitement as

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and outcomes for children

they exclaim 'wow what fun'. The childminder has devised some positive assessment records to map children's progress and to plan for their next steps in learning. Thus all children receive effective challenges that support them to develop new skills.

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and outcomes for children

The childminder is skilled at promoting positive attitudes to learning; she is focused on taking the lead from children and therefore values their ideas and suggestions. Children enjoy the challenges of puzzles and the praise they receive when they complete them. The childminder continually extends their language and communication skills as she encourages them to express what they can see both in the puzzles and during story time sessions. Children have good opportunities to be creative as the childminder provides painting, play dough and art and craft activities. They enjoy imaginary role play as they are able to dress up as their favourite characters. Children have first-hand experiences to learn about nature and their natural world as they visit the local Dunstable Downs nature trail. Children behave well as they respond to the childminder's positive role models. They are learning to respect each other as they begin to understand and value

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and outcomes for children

Children's well-being and safety is given due emphasis as they learn through their routines the importance of keeping safe and behaving responsibly. For example, children are aware that they must wash their hands before eating because of the risk of germs. They know that they must eat at the table and help to keep their resources tidy and safe. It is evident that children feel safe within the childminder's care. They enjoy lots of cuddles and attention which supports them in feeling secure and comfortable in this home environment. Children are developing a positive attitude towards living a healthy lifestyle; they enjoy daily opportunities to play outside. Children are able to develop their larger physical skills as they run, jump and climb on challenging apparatus in the park adjacent to the childminder's home. They are adopting healthy eating habits as the childminder advises parents to provide a healthy lunch box for their children. They enjoy lunch times as

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 discussions take place about the importance of good food to help us grow big and strong. Overall, children are developing many valuable skills which help to set secure foundations for their future learning. 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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