Lincroft Middle School

Inspection report for early years provision

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Unique reference number 109708 Inspection date 15/12/2009 Inspector Dinah Round

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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 1995. She lives with her husband and nine year old daughter in a house close to the centre of Poole, in Dorset. Access to the premises is via several small steps. Childminding is carried out in all areas of the premises, with toilet facilities on both levels. Sleep provision is provided on the first floor. Children have access to a rear garden for outdoor play activities.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for up to six children at any one time, of these, three may be in the early years age group. There are currently seven children on roll, with five being in the early years age group. The childminder has an assistant who may at agreed times be left in sole charge. The childminder is a member of the National Childminding Association and a local childminding group.

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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 are happy and settled. The childminder knows each child well and organises a good variety of interesting play activities and outings to help children progress in their learning and development. The positive relationships established with parents helps the childminder support children's individual needs. Children's welfare is generally promoted well. The childminder has a positive attitude to continuous development of her practice to support children's needs, attending regular training to update her knowledge and skills.

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further?

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

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further?

 continue to develop observation, assessment and planning systems to support children's learning and help them reach their full potential  provide more opportunities to foster child-initiated play to enhance children's learning and development  continue to develop systems of self-evaluation to identify the priorities for development that will improve the learning opportunities for all children

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the early years provision

The provision is well organised with all necessary records maintained to support children's safety and welfare. The childminder's policies and procedures are shared with parents to keep them informed of her practices. Ongoing risk assessments are completed for all areas children use and each specific outing to make sure all risks This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to children are identified and minimised, to help keep children safe. The childminder has attended safeguarding awareness training and is clear of her responsibility to protect children. She has a good understanding of the possible signs and symptoms of child abuse and procedures to follow if concerned about a child in her care. This contributes towards ensuring children are safeguarded.

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the early years provision

Children are welcomed into a friendly and relaxed environment where they are valued and included. The childminder has a good awareness of each child's individual needs and balances her attention well to make sure all children can take part in the play activities. The flexible daily routines take account of children's interests and include regular opportunities for play experiences outside the home. The childminder is committed to attending training to continue to develop her practice, for example, she has recently started a level three qualification relating to early years. She recognises the training will help to improve her practice, but systems to effectively reflect and identify all areas for development are not yet fully effective.

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the early years provision

The childminder has developed effective partnerships with parents which helps children to feel settled and secure during their time in her care. Information is obtained from parents about children's individual routines and through the 'what's special about me' form. This helps the childminder to support children during the transition from home to her setting. Parents are kept well informed about their child's care and development through informal discussion, the use of daily diaries, and discussion of observations in children's learning journals. Photographs of children involved in activities are emailed to parents to share what children have been doing during their day. A communication book is used between other early years settings that children attend, which contributes towards continuity of care and learning for children.

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and outcomes for children

Children are happy, settled and confident to make their needs known as they can be sure of a friendly and caring response from the childminder. The childminder interacts well with the children, providing lots of support and encouragement to help children make progress in their learning. Although, at times activities are too adult-directed, so opportunities to fully extend child-initiated play are not always maximised. The childminder has systems in place to observe and assess what children can do through their individual learning journals. Although it includes some reflection on the children's next steps, the systems are still evolving and planning of activities to help children reach their full potential are not yet effectively established. Children behave well, and are developing an awareness of the needs of others through the childminder's positive attitude. The younger children are supported in learning to share and take turns, and older children show

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and outcomes for children

consideration to the younger children's needs, such as when building the train track together. Children benefit from the childminder's regular praise, which helps to develop their confidence and self-esteem.

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and outcomes for children

Children are developing good independence, they are encouraged to put on their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 shoes and coats by themselves before going out and are proud when they achieve it. Children show a sense of belonging, they delight in looking at their individual learning journals, pointing with excitement as they see themselves and their friends in the photographs. Children's communication skills are well promoted as the childminder listens carefully to what children say, asking questions to help develop their thinking. Children are introduced to counting and number in their play, such as counting how many people are sitting at the table in the house they make, and working out how many beef burgers they need to make. Children enjoy regular outings within their local environment, which helps to broaden their learning experiences. They attend 'Music Tots' singing and dancing sessions and

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and outcomes for children

take part in 'Yoga Bugs' where they learn to stretch and manipulate their bodies.

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and outcomes for children

Children's health and safety is generally promoted well. They learn about keeping themselves safe in their play and when on outings through ongoing discussion with the childminder, and taking part in regular evacuation practices. Children have plenty of opportunities to be active through weekly trips to the local parks and soft play centres. Children know to wash their hands before eating or after using the toilet, which helps them learn about keeping themselves healthy. 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 2 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 3 The extent to which children make a positive contribution 3 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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