St Patrick's Catholic Primary School, Langley Moor

Inspection report for early years provision

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Unique reference number 149060 Inspection date 28/10/2009 Inspector Susan Tuffnell

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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 2001. She lives with her husband and their two children aged 15 and 17 in a residential area of Wheathamsted, St. Albans, Hertfordshire. The ground floor of the childminder's home is used for childminding and the main bedroom on the first floor is used for children to rest in a travel cot only. There is a fully enclosed rear garden for outside play. The premises are accessible by a low step to the front entrance. The family have two dogs, a cat and tropical fish in a tank.

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Description of the childminding

The childminder provides care every weekday during term-time and school holidays. She is registered on the Early Years Register and compulsory and voluntary parts of the Childcare Register. She is registered to care for three children on the Early Years Register and currently three children attend. The childminder currently provides care for one child on the compulsory part of the Childcare Register and there are no children attending on the voluntary part of the Childcare Register. All the children share the same facilities.

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Description of the childminding

The childminder holds the Introduction to Childcare Practice (ICP) and is a member of the National Childminding Association. She works in partnership with parents, carers and other professionals.

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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 offers a very welcoming environment that supports children effectively in the Early Years Foundation Stage (EYFS). Children benefit from well- planned and imaginative activities and the close partnership with parents contributes significantly to ensuring that the individual needs of the children are met. Children are valued at the setting because the childminder has a secure understanding of diversity and equal opportunities and works closely with parents regarding settling-in periods, education and care, to ensure children are happy, settled and secure. There are procedures in place for evaluating her practice and identifying priorities for the future.

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further?

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

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further?

 ensure that information is obtained to enable children's starting points to be fully understood and use observations made during sessions to fully feed the planning for next steps  plan and provide resources and experiences which are appropriate to each child’s stage of development as they progress towards the early learning goals. 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 is focused on helping children make good progress in their learning and development, and promoting their welfare. Self-evaluation is effective in identifying some strengths and weaknesses of the provision. As a result, the childminder is able to demonstrate how she has made some improvements to the setting. For example, the organisation of policies, procedures and children's records have improved to provide good quality information for parents. The childminder demonstrates a high level of commitment in promoting children's safety. Arrangements for safeguarding children are robust, regularly reviewed and carefully managed. Effective procedures are in place for identifying any child at risk of harm and liaising with the appropriate child agencies. The environment in which children are cared for and educated is safe and supportive. Children are taught to be safety conscious without being fearful. They show a strong understanding of

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the early years provision

how to keep themselves safe as they walk in the local environment. Effective links exist with parents and carers and some other agencies and providers. For example, ideas for planning activities are shared with other childminders, the local playgroup and nursery. The childminder is motivated to seek further improvements for example, her priority is to encourage children to be more active in the colder months. The setting implements suitable plans aimed at improving areas of weakness such as planning activities ahead of time to ensure suitable materials are purchased in advance. Resources are adequate to support children's learning and development. However, they may not always be available and of adequate quantity. Planning and the use of available resources is inconsistent resulting in planned goals in learning and development not being achieved consistently enough. Safety and care for the environment is good and the provider is taking

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the early years provision

steps to ensure resources and the environment are sustainable.

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the early years provision

The childminder actively and appropriately promotes equality and diversity. She is improving the outcomes for children and taking effective steps to close identified achievement gaps. The childminder has identified where further improvements can be made in children's progress and has some good strategies to tackle them. For example, she has plans to continue to support children towards positive attitudes in learning and encourage more decision making. The childminder has a good knowledge of each child's backgrounds and needs and she makes the most of diversity to help children understand the society they live in. Children have excellent opportunities to meet other children in the local community and share activities and group games. The childminder has highly positive relationships with parents and carers and relationships are well-established ensuring each child's needs are met. The childminder regularly asks parents and carers for their views

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the early years provision

and ensures that these are used to inform important decisions about the provision. Parents and carers are kept well informed about their children's achievements, well-being and development. The effective liaison with parents and carers contributes to improvements in children's achievements, well-being and development. There are clear and accessible channels for parents and carers to communicate with the childminder, such as regular verbal feedback and a daily diary. Systems for keeping parents informed through the notice boards, children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 records and policies and procedures, ensure parents and carers have coordinated, up-to-date, accurate and timely information.

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and outcomes for children

The childminder helps and supports the children as they make good progress in their learning and development and promotes their welfare effectively. The implementation of comprehensive policies, procedures and records support the safe and efficient management of the setting and ensure the needs of the children are met. Children have interesting learning journey files which contain good evidence of a range of activities through the six areas of learning. Some information is obtained from parents to identify children's starting points, but these are not used in a meaningful way to inform future planning, or to fully feed the planning for next steps. Children are motivated and interested in a broad range of activities and are developing skills for the future. For example, children risk assess the dangers of moving forward in their development, from a plastic knife to a metal knife, when cutting up vegetables. Their understanding of safety issues is

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and outcomes for children

demonstrated as they recognise and talk confidently about dangers and how to keep themselves safe. For example, children understand about looking both ways and not assuming the traffic will stop at the Pelican crossing. They are beginning to understand what the road markings mean at crossings and talk to the 'lollypop lady' about crossing the road safely. Children show confident awareness about what constitutes a healthy lifestyle. They adopt good personal hygiene routines as they wash their hands before lunch and use the toilet independently. Children enjoy opportunities to engage in physical activities, both inside and out. For example, they attend dancing and music and movement activities with other children, and are gaining an understanding about the importance of regular exercise, through active garden play and regular walks. Interesting topics about nutrition and food raise children's awareness of healthy eating. They learn about

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and outcomes for children

nature and growth as they help tend and harvest vegetables from the childminder's garden. Their understanding of life cycles is enhanced as they experience the processes of growing, harvesting, preparing, cooking and eating vegetables. Overall, babies and younger children's health, physical and dietary needs are adequately met.

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and outcomes for children

Children are provided with a language rich environment and are encouraged to enjoy books and share stories as they access a good range of fiction and non- fiction books. Young children are confident to ask for what they want and love to engage in conversation. Their language development is fostered extremely well by the childminder, who encourages the children to speak freely, repeat words and sentences and listen carefully to others. Sensitive and affectionate relationships ensure that children are secure and have a strong sense of belonging. Children play well independently and are active, curious and inquisitive learners. They are developing a good understanding of diversity and the wider world through activities and their experiences. For example, children learn about different animals and people who inhabit the world through stories, art and craft activities and topics. They join in with others to celebrate Halloween and design and decorate

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and outcomes for children

masks for the event. Babies are beginning to develop their early fundamental skills This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and actively explore their surroundings with curiosity and interest. Overall, children's behaviour is satisfactory. They play alongside their peers successfully and are beginning to understand the need to cooperate and resolve situations by themselves. Children thrive in an environment where praise and encouragement are given regularly and they are rewarded for kind and positive behaviour. Children choose stickers for themselves. They comment on the positive behaviour of the adults and award stickers to them.

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and outcomes for children

Children are cared for in a very safe, secure environment because the childminder has a good knowledge of this area. Excellent risk assessments are in place which cover most areas of the home, garden and outings. 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 2 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 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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