St Patrick's Catholic Primary School

Inspection report for early years provision

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Unique reference number 149626 Inspection date 07/12/2009 Inspector Lynne Kathleen Talbot

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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 May 1993. She lives with her husband and two sons aged 18 and 21 years in Hitchin, Hertfordshire. Most of the ground floor of the home is used for childminding. There is a fully enclosed garden for outside play. The family has a dog. Access to the childminder's home is via single step.

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Description of the childminding

The childminder is able to provide care on each weekday during term-time and school holidays. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of three children under eight years at any one time, no more than three of which may be in the early years age range and of whom two may be under one year. There are currently three children attending part-time hours all of whom are within the early years age range.

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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

Children's individuality is respected by the childminder because she develops a good knowledge of each child's needs and interests. She forms a positive relationship with parents and carers adapting her care to meet changing need, seeking and taking account of their views, understanding their home life and largely sharing children's progress with them; attention to these areas of care ensures that children's needs are met and that activities planned promote generally good progress in their learning. Partnerships with other agencies are planned for when children attend other settings. The childminder takes positive steps to promote children's welfare through established routines for health, minimising risks and clear safeguarding awareness. She has an effective and positive approach towards self-evaluation, continuing to plan for further development; this ambition and commitment provides a good basis for

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The overall effectiveness of the early years provision

improvement thereby maintaining a service that 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?

 identify an initial starting point for children's learning that involves parental input and develop further the links with parents and families by involving parents in the learning programme  develop further the opportunities for children to develop an appreciation of diversity and individual needs in the community and wider world. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is well promoted because the childminder has a firm knowledge of the Early Years Foundation Stage (EYFS). She has a clear understanding of her roles and responsibilities relating to safeguarding children maintaining clear procedures shared with parents and ensuring that emergency support is clearly developed and available. The childminder ensures that all persons required undertake the appropriate checks to safeguard children. Comprehensive risk assessments are completed for the premises and outings together with records of checks made on smoke detectors, emergency evacuation drills and the washing of toys and equipment. Very young children learn about personal safety through routines and explanations each day from the childminder as they cross the road, complete errands in venues outside the home, and learn to be aware of vehicles and animals in the community. Procedures for illness and medical assistance are

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the early years provision

well-planned including emergency support.

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the early years provision

The childminder offers an inclusive service for all children in her care ensuring that she is aware of their individual learning styles and is using this in her planning thereby narrowing the achievement gap. This is shown when discussing how some children are secure and explore independently, others require considerably more support and reassurance, and others require a physically active approach and clear boundaries. The childminder has clear understanding of cultural differences and the impact of inequality with some provision to support children’s awareness of the community. She completes some planning to develop children’s understanding of the wider community and equality but recognises the positive impact of continuing to develop this further. The childminder has a positive attitude towards working with other agencies to support children and plans to develop those relationships with other settings that children attend to support a consistent approach. The

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the early years provision

relationship with parents and carers is good enabling them to exchange information verbally each day contributing to improvements in children's well- being. The childminder uses periodical questionnaires and offers parents the learning journey files. Parents comment that they appreciate the handover time adding that the childminder listens to requests and ideas from them and implements any requests made. They add that they consistently feel confident in the childminder and that she is ‘fantastic and a wonderful carer’. However, they are yet to be fully involved in the process of planned learning and development for children's progression.

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the early years provision

The childminder demonstrates enthusiasm for her work and is motivated to continue making changes that improve outcomes for children. She uses self- evaluation and has a clear picture of her strengths and areas for development maintaining a ‘to-do’ list for 2010. Recent improvements include the new learning journals and questionnaires for parents to assist planning for children’s development and improving partnerships with parents. Children make good progress in their learning because the childminder makes good use of resources. The environment is conducive to learning with young children beginning to self- initiate learning and accessing materials. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are confident and enjoy the time spent in the childminder's care. They make good progress in their learning because the childminder has a clear understanding of EYFS and how young children learn through play. Activities are matched to the full range of children’s needs using flexible topics each month but adjusting to children’s stages of development. The childminder maintains learning journals showing how learning is observed and assessed to identify next steps for every child and progression is shown. However, there is not yet a system to identify a baseline assessment for each child meaning that some areas of learning may potentially fail to be fully utilised to maximise development.

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and outcomes for children

Children are offered a broad range of activities including some early technology using electronic and computer style units for the younger and older child. They show very good investigative skills repeatedly opening and closing boxes, turning toys over and over as they explore them, and operating toys working out that one action has an effect on others. They are developing their concentration and perseverance skills. Children are offered opportunities to be socially and physically active each day. They attend groups with the childminder where they take part in crafts and creative works including musical groups as well as visiting farms and activity centres in the community. These daily routines and events offer them the chance to explore physical skills, social skills and come into contact with both domestic and non-domestic animals.

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and outcomes for children

Each child receives support and attention from the childminder who enables every child to feel included and valued. For instance, children are helped to play alongside each other exploring pop-up toys, books and a vast array of toys that move, rattle and make sounds. They respond to praise from the childminder and this helps them to develop self-assurance. She works closely with parents to understand the sing and sign system using some basic signing with children helping them to continue developing communication. Children enjoy close attention and eye contact as they begin to vocalise and imitate adults.

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and outcomes for children

The childminder is very mindful of her role in ensuring safety and helps children to understand personal safety and personal hygiene. They take part in emergency evacuation and she ensures that she helps them to establish routines learning about road safety, safety in the car and personal hygiene. Children's behaviour demonstrates that they feel safe. They relate very well to the childminder seeking close physical contact for security showing a sense of trust in her care. Children begin to learn about personal hygiene from a young age being encouraged to cover their mouths when coughing, using paper towels for hand washing and antibacterial gels for hand hygiene. Children are beginning to develop patterns in their behaviour such as waiting whilst their straps are fastened when being prepared for snacks, indicating their likes and dislikes at mealtimes or snack times, and holding out their hands to be wiped. These well-established routines help

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and outcomes for children

children to feel safe and secure. 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 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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