St Joseph's Convent Preparatory School

Inspection report for early years provision

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Unique reference number 130116 Inspection date 14/10/2009 Inspector Julie Whitelaw

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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 has been registered for over 20 years. She lives with her husband and adult son in South Oxhey, Hertfordshire. The children have access to all areas on the ground floor plus one bedroom on the first floor, where older children can play. A fully enclosed garden is available for outdoor play. The property is in a quiet cul-de-sac and within walking distance to local amenities, shops, schools and play areas. Overnight care is not included in the registration and the family have no pets.

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Description of the childminding

The childminder is registered on the Early Years Register, the compulsory part of the Childcare Register and the voluntary part of the Childcare Register. She is registered to care for a maximum of six children at any one time, of whom no more than three may be in the early years age range and one may be under one year. She and is currently caring for three children in the early years age group, all who attend on a part time 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

The childminder knows the children well, she adequately meets their differing needs. She has formed close relationships with them. This ensures they feel secure in her care and enables them to make steady progress in their learning and development. The childminder is developing her knowledge and understanding of the Early Years Foundation Stage and is generally implementing it well. The required policies and procedures are in place and most are effectively implemented to safeguard children. The regular exchange of information between the parents and the childminder sufficiently promotes children's well-being and development. Systems to monitor the setting to ensure continuous improvement are in the process of being established but are not yet fully in place.

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further?

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

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further?

 ensure that the record of attendance accurately reflects when children are at the setting  develop further the partnership with parents to ensure they are encouraged to share children's starting points, fully informed of the progress children make and involved in their learning and development  develop further observations and assessments to identify learning priorities and use this information to inform planning  develop further systems to monitor the effectiveness of the provision through self-evaluation and ensure all those involved in the setting can contribute to the process, including parents and children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder organises her home to ensure that all children are safe and able to independently explore the environment. Children are able to select what they want to play with from a range of good quality, well organised resources. This encourages children to make choices in their play and promotes their independence. The childminder recognises the uniqueness of each child, she is aware of their different learning styles and what stage they are at in their learning in most areas. She ensures that all children are fully included and able to participate in all activities and access all the resources. The childminder shares concerns regarding children's development with parents to ensure that the children receive the support they need. Through discussion she teaches children how we are all different and that we must respect each other. The childminder has a adequate range of resources to promote children's understanding of differences in

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the early years provision

society. This is an area of her knowledge that she has identified needs to be developed to enable her to further extend children's understanding.

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the early years provision

Safeguarding procedures are mostly secure and children's welfare is protected. However, attendance records do not always accurately reflect when children are at the setting. This potentially compromise their safety. Since the last inspection the childminder has attended a safeguarding children course and has a clear understanding of what action she should take if she had concerns regarding the welfare of a child in her care. Children are protected as the childminder closely supervises them and ensures that anyone who is not vetted is never left alone with the children. Written risk assessments for the home, garden and outings show how most potential hazards are identified and minimised, therefore promoting children's safety.

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the early years provision

The childminder has formed close friendships with the parents. Children's individual needs are sufficiently met as information is verbally exchanged on a daily basis. Limited information is obtained from parents about children's starting points and they are not fully informed of the progress children make. This potentially hinders the parent's involvement in their child's learning and may compromise the rate children progress. The childminder demonstrates an understanding of the need to work in partnership with others, such as the local nursery, to ensure continuity in children's care and learning. For example, she is aware of what is being taught at nursery and talks to children about worksheets they bring home on colour and shape. This reinforces their understanding.

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the early years provision

The childminder is beginning to use a system of self-evaluation to monitor the effectiveness of her provision. She is aware of some of the areas that need further improvement. However the process does not highlight all the weaknesses and does not involve the parents or children. This means it is not fully inclusive or representative or it's users. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder is developing a sound knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage framework to ensure children engage in a wide range of experiences and make steady progress in their learning. She is led by the children's interests. The childminder has a clear understanding of what stage children are at and is beginning to document this with photos. Observations and assessments need further development to effectively inform planning and to clearly track the progress children make in all areas of learning. Children are happy, feel secure in the setting and confidently voice their opinions. They select the toys they want and quickly engage in play.

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and outcomes for children

Young children are keen to join in games. They take turns, listen attentively and follow instructions. Children show delight as they count and identify animals and then select the correct card. The childminder asks questions that are appropriate for each child's stage of development. This ensures that the task is achievable but also sets appropriate challenge. This promotes their confidence and extends their learning. Children develop an understanding of mathematical concepts, such as bigger and smaller, as they build a tower supported by the childminder. They recall when they made a tower at home and how they did it. Children confidently engage in conversation. The childminder effectively supports their language developments through songs and rhymes and by asking open ended questions that encourage children to think. While walking to the park children begin to notice the world around them and the effects of the changing seasons. For example, as they step

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and outcomes for children

on the leaves they describe them as 'crunchy'. Children are keen to drawer pictures and proudly show their creations. This promotes their self-esteem. Children have many opportunities to develop their social skills when they visit friends. When they go to toddler groups they have opportunities to engage in craft and group activities. During warm weather young children develop their senses as they explore water and sand in the garden.

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and outcomes for children

Young children feel safe as they learn about road safety when on outings and the importance of staying close to the childminder. Within the childminder's home they know where they can play and understand why they must not run indoors. As they carry out the evacuation procedure, they develop an understanding of what they should do in an emergency, therefore promoting their safety. Children take responsibility of the environment as they enthusiastically tidy away the toys to make space to play. They develop an understanding of healthy life styles as they have the opportunity to play outside most days and benefit from fresh air and exercise. Children learn about healthly eating through discussion when out shopping and during snack time as they eat fruit. They understand when and why they need to wash their hands.

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and outcomes for children

Children form close friendships with their peers and are beginning to learn that everyone is different. They demonstrate good manners as they say please and thank you. As younger children begin to squabble over a toy, older children explain that they must share. The childminder intervenes and offers support when This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 necessary to develop children's understanding of appropriate ways to behave. Praise is used to positively reinforce good behaviour. 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 3 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 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 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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