Oakwood Acorns

Inspection report for early years provision

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Unique reference number EY389945 Inspection date 25/11/2009 Inspector Linda Filewood

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Type of setting Childcare on domestic premises 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 setting

Oakwood Acorns Ltd registered in 2009 and provides childcare on domestic premises in Roundhay, a suburb of Leeds, close to shops, parks, schools and public transport links. They also provide childcare from two other addresses in the same locality. The whole ground floor and back bedroom of the registered premises are used for childcare and there is a fully enclosed garden for outside play. It is open each weekday from 8am to 6pm for 50 weeks of the year.

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Description of the setting

The provision is registered to care for a maximum of 10 children under eight years at any one time. There are currently 20 children in the early years age range on roll, some in part-time places. The provision also offers care to children aged over five years to 11 years and is registered by Ofsted on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The provision supports children who speak English as an additional language.

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Description of the setting

There are seven members of staff, four of whom are registered childminders with relevant early years qualifications. Staff collect children from the local school and attend several toddler groups on a regular basis.

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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

Staff cater for children's individual needs competently. They make imaginative and creative use of a very broad range of play opportunities to significantly support each child's learning and development needs. However, written information regarding the children's next steps is not always sufficiently detailed to help staff in targeting their support. Children thoroughly enjoy their time at this vibrant provision where they are safe and secure at all times. Partnerships with parents and other professionals, including the local schools, are a key strength of the setting and contribute significantly to the consistency and continuity of care and development that each child receives. The provider takes professional responsibility for constantly improving the quality of the provision by continually reflecting on what they do well and what can be improved. By including parents and staff in the process, the provider is able to instigate purposeful change that

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The overall effectiveness of the early years provision

steadily improves the outcomes for all children.

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further?

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

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further?

 continue to use self-evaluation and quality improvement processes as the basis of ongoing internal review in order to assess what the provision offers against robust and challenging quality criteria  continue to develop resources, particularly in the children's home language to further promote children's awareness of diversity This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  improve the arrangements for informing all staff of children's next steps so that the information is sufficiently detailed to assist in ensuring children receive enjoyable and challenging learning and development experiences.

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the early years provision

Vigorous, effective recruitment and induction procedures are in place to ensure all staff are suitable to work with children. The continuous professional development opportunities for staff and managers have a positive impact on the outcomes for children as they put their newly acquired skills into practice. Children are learning through active, play-based experiences in a well organised indoor and outdoor environment, where staff are well deployed to support the needs of all the children. The provider regularly reviews risk assessments and consults parents prior to updating policies and procedures to ascertain their views. Consequently, parents develop a sense of belonging to the setting and are confident that their children are very efficiently safeguarded, their needs met and their welfare strongly promoted. The security of the premises is excellent and helps children feel very safe within the setting. Staff are fully aware of the robust child protection

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the early years provision

systems in place, are able to act on any safeguarding concerns and work closely with other agencies to further support children if needed.

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the early years provision

Parents are extremely positive about the family atmosphere of the provision and the individual care their children receive, particularly during the transition to school. Exceptionally strong links are in place with local schools and settings where children also attend, or will be making the transition to in the future. Parents receive good quality information about the provision and the service it provides. Children significantly benefit from the close communication between their parents, and the staff take time at the beginning and end of each day to share information. Parents share in their child's activities through, for example, an extremely secure internet site and photographs, many of which the children take themselves. The extremely successful sharing of information ensures continuity in children's care, learning and welfare. It is highly effective in identifying and supporting children's individual needs, for instance, when staff discuss the children’s speech, language

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the early years provision

The provider has high aspirations for the provision. The ongoing evaluation and quality improvement processes fully support the identification of key strengths and areas for development. This system involves meaningfully seeking the views of the staff, parents and children. Targets for further improvement are challenging but realistic in order to achieve the best outcomes for all children. Improvements made to date, since registering as Childcare on Domestic Premises, have had a positive impact on the overall quality of the provision and benefit the children. The provision's management team is becoming more effective as they continue to develop their staff team; they are enthusiastic and committed. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children enjoy their time in the provision. Overall, they are making very good progress in their learning and development in relation to their starting points and capabilities. Staff plan appropriate interesting play and learning activities based on the children's interests and needs. These keep children engrossed and promote their learning. For example, children use colourful beads to match and count; they talk about how they roll and how far. Staff skilfully allow children time to explore the sound the beads make in a metal colander which distracts them as they tidy away before going to enjoy the outdoor play. Children's creativity is valued and the displays of their artwork and photographs around the provision create a colourful and bright environment. After looking at a photograph of a frog they found previously, children enjoy reliving the experience. Staff use the opportunity well to extend the children's language skills, especially those who have English as an

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and outcomes for children

additional language. However, there are no resources, such as books, labels or signage around the provision to reflect their written home language. Staff effectively challenge all children's learning by asking open-ended questions which enhances their communication and encourages them to think. They enjoy group time outside as staff use puppets generally well to enhance and reinforce the message that, for example, it is not frightening to go to the dentist. Children demonstrate a willingness and eagerness to use new resources, such as a large digging area in the garden. They confidently transport gravel into the muddy soil and develop their fine motor skills as they use small trowels with ease.

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and outcomes for children

Staff use their good knowledge of the learning and development requirements of the Early Years Foundation Stage well to support children. They recognise the unique qualities of each child to promote a personalised approach in learning. Effective systems are in place to observe and assess children's progress. The children's records of development reflect their achievements and identify their possible next steps in learning, but these are not clearly passed onto staff. The written summaries are not sufficiently detailed once taken out of context, to allow staff to fully understand the focus of the intended learning. The learning environment and wide range of easily accessible, well displayed resources amply cover the six areas of learning and staff use them well to stimulate children's interest. For example, following a topic of 'light and dark' children talk about night and day, the stars and the sun and enjoy the fun of hiding in a den.

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and outcomes for children

The provision places strong emphasis on promoting children's health as they implement highly effective hygiene measures. For example, very clear, child- friendly pictures in and around the toilet area raise children's understanding of good hygiene procedures. A newly installed hand sanitizer for visitors use excellently supports extra hygiene procedures and further minimises the risk of cross-infection. Good maintenance of documents, such as medication and accident records further enhances children's good health and well-being. Children learn how to travel safely on outings, to play safely and interact well with each other. Staff assist them in developing their social skills by working through conflicts or problems. They encourage children to take responsibility for themselves, and because the resources are well organised, children are self-sufficient and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

independent. Consequently, children are becoming increasingly proficient at making decisions, selecting their materials and are developing excellent skills for the future. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 1

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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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