Lady Zia Wernher School

Inspection report for early years provision

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Unique reference number 109745 Inspection date 26/11/2009 Inspector Marie Thompson

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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 registered to care for children in 1993. She lives with her husband. They live in a house on a residential estate close-by the centre of Poole, in Dorset. The childminder's husband is registered as an assistant. Childminding is carried out in all areas of the house, with the first floor used for sleep provision only. Toilet facilities are accessible on both levels of the premises. Children have access to a rear enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of six children at any one time, of whom four may be on the Early Years Register. She is currently minding six children in the early years age range. She also offers care to children aged over five years to 10 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder is a member of the National Childminding Association, the local childminding network and a local childminder's group. The childminder has an National Vocational Qualification (NVQ) level 3 in childcare and education.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children enjoy an excellent experience with this very caring childminder due to her exceptionally high aspirations for quality. Each child is recognised and valued as a unique individual. The childminder is highly effective in ensuring that all children are well integrated and achieving as much as they can, overcoming any barriers which may prevent this. Self-evaluation reflects rigorous monitoring and analysis of what the childminder does well and plans to improve. The childminder recognises that partnership with parents and other agencies is integral to every child's development.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 continue to observe children and use this to plan for the next steps in their learning based on their individual interests and stages of development

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the early years provision

The childminder is highly skilled and has a dynamic, professional approach to her role. This helps lay the foundations for children's future well-being. Self-evaluation procedures encompass this practitioner's reflections and appraisal of the setting’s strengths and areas for improvement. She embraces training opportunities, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 attending courses on a very regular basis and talks confidently about what she has learnt. For example, an evening learning about the Social and Emotional Aspects of Learning/Introduction to Rainbow (SEAL). She has identified future training courses including Safeguarding Children and ENCO Workshop to develop her practice and support the children and their families. Excellent links are developed with parents and other settings who deliver the Early Years Foundation Stage (EYFS). Every parent receives their own information pack. This includes the policies

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the early years provision

and procedures, information about the childminder's suitability and contact details for many local and national organisations who offer support for parents. An excellent exchange of information takes place. The childminder always makes time to discuss the children's welfare and development each day and offer a daily diary. Parents are given the children's individual journals to take home each half- term/end of term. The new annual feedback form gives the parents an opportunity to record written comments and wishes, reinforcing the verbal communication already shared. Links with other providers who deliver the EYFS are superb. With parents' permission regular discussions take place and observations are shared. In particular the childminder works closely with the children's pre-schools and knows each of their key workers and communicates with them verbally or through the diaries as needed. This ensures the children's development and well-being are

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the early years provision

consistent throughout different care settings.

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the early years provision

The high priority given to children's health, welfare and safety is consistently maintained. Exemplary policies and procedures are in place. Robust arrangements are in place to ensure the children are safeguarded. Thorough written risk assessments demonstrate that the childminder is able to take effective action to keep children safe. Children learn to keep themselves safe as the childminder gives clear explanations. She teaches the children about safety out of the home, while allowing their developing independence. The current theme is road safety and the children will be going for a walk to use the pelican crossing; the knowledge and understanding of the theme is enhanced through the aid of beautiful laminated posters in the hall at child height detailing aspects of safety. She is committed to fire prevention and regular fire drills take place with all the children including children who only attend for a very short period. The childminder has an excellent

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the early years provision

knowledge of the signs and symptoms of abuse and is committed to taking any necessary action to protect children from harm.

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the early years provision

Interaction is excellent and the childminder spends her time focused on children's enjoyment and achievement. The use of open-ended questions and the childminder's ability to model thinking ensures all children make excellent progress and develop a positive attitude to learning. Exceptional knowledge of each child and the EYFS means the childminder provides a learning environment which ensures every child makes outstanding progress. This learning journey begins with the seeking of information from parents on the children's 'All about me' sheets. Through the use of their individual learning journals, the childminder monitors and identifies children's progress towards their Early Learning Goals and plans the next steps to support their development whilst structuring and developing an effective learning pathway for each child. This enables her to make and adapt plans for activities to suit each child's age/stage of development both individually and in

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the early years provision

groups. This is then collated into each child's folder to give a comprehensive overall picture of their development which is illustrated by photographic evidence. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 These observations are used to write an individual, monthly plan which includes the learning intention, ideas to extend an activity, evaluation and suggestions as to how parents can further support learning at home. These records are stored in individual folders and the children are obviously proud of them.

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the early years provision

Resources are deployed well and include an excellent range of books, toys and activities that positively promote cultural diversity and disability. The childminder is positive about the inclusion of all children and works to ensure that children of all ages are provided with appropriate activities and experiences. Overall, there is a broad range of accessible, good quality resources available. The childminder has provided an inviting and child orientated environment. She has recently begun to label boxes and baskets for toys with pictures, which enables the children's ability to choose more easily. The childminder uses the local community to extend children's learning and development further. There is also a wide variety of toys and equipment for use in the garden. At the present time the parents provide packed lunches for their children. Meals times are a social occasion peppered with joyful banter about the day's activities.

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and outcomes for children

Children play in extremely clean premises using an excellent range of toys and equipment which are suitable for each child's age and stage of learning and development. The environment is just lovely, with a designated playroom where children can relax and enjoy their learning and play. Toys are cleaned every week and regularly checked for damage. Children have excellent, caring relationships with the childminder. They regularly seek support from the childminder and approach her for attention and cuddles which shows they feel safe as they play confidently. The childminder responds warmly, telling children she loves having cuddles and always has time for one.

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and outcomes for children

Children make use of household objects when playing memory games on a tray and also for junk modelling and crafts. Creative play is ongoing and all children experience paints, glue, sand and water and other malleable materials, easily accessible from the copious selection available to them. Children have a super time moulding, squeezing, squidging and cutting the brightly coloured playdough. The childminder gives consistent praise and encouragement to each child to stimulate their interest and enthusiasm for learning. They have a full range of excellent opportunities to support their physical play, both in the range of equipment and tools provided as well as outings to the library for books or to a toy library. At the library the children are encouraged and supported to make their own choices and decisions when choosing a book from the library. In addition, children often visit places of interest such as farms and parks. Thus, children recognise that they

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and outcomes for children

belong to a community and feel valued. The children are also able to use resources available at toddler clubs and soft play areas. They also enjoy and make good use of facilities available at local parks, country parks, farms and the beach. The outside garden has been adapted so it is accessible all year for the children with use of the with lawned and decked areas. This extends and replicates provision inside so all areas of learning are provided, which promotes very good continuous This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 play and learning opportunities.

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and outcomes for children

The childminder provides a balance of planned and child-initiated activities during the day. Toys and activities suitable for their ages are provided to stimulate and challenge children. Role play is a significant part of the provision and is well promoted with excellent resources, such as dressing up clothes and accessories. The positive selection of natural and small world resources for younger children provides a rich and varied source for children's imagination and ability and confidence to express themselves through make believe. This provides very good opportunities for the development of children's communication and language through the positive interaction by the childminder to engage and involve children in their play at all levels. Stories where the children lead or join in, singing and rhyme time, role play and imaginative play, facial expressions and gestures are all activities used to stimulate and support communication. Children are encouraged

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and outcomes for children

to work independently as well as in groups, for example, sometimes looking at books on their own and at other times sharing a group story. When the childminder reads to the children she has a delightful animated tone and expression which captures and holds the children's interest. Literacy and numeracy are part of many activities the children participate in such as shape-sorting, jigsaws, matching games, measuring, and counting things, such as 'how many stairs'. Numbers are displayed and used effectively in children's varied daily fun activities which fully enhances their skills in counting. In addition, everything is clearly labelled and there are many fantastic posters in all rooms the children use which illustrate that written word carries meaning and the association of words and objects. Children receive excellent support as they learn how to negotiate as they play because they learn to work together collaboratively, for example, when

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and outcomes for children

playing with the parachute and problem solving, or completing a large jigsaw together. Consequently, they learn to be considerate of others and their feelings by taking turns. They have supervised use of the laptop particularly enjoying stories, songs and dancing from the CBeebies' website. Children are confident and self-assured and this promotes their independence and interest to explore and investigate the world around them. The children learn about customs and cultures by stories, pictures and craft activities. They celebrate customs and festivals appropriate to their level, for example, children made cards with coloured triangle shaped patterns in celebration of Diwali.

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and outcomes for children

The childminder provides an excellent role model to the children, who reflect her questioning, up-beat attitude by being curious and active learners. The children learn to develop good manners, consideration and respect for others and as a result they are well-behaved and polite. The use of house rules and explanations to the children regarding the consequences of their actions and how it may make others feel, together with constant praise and encouragement provide children with consistent messages. This ensures that all children are treated as equals whilst recognising they have individual needs. 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 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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