Aurora Summerfields School

Inspection report for early years provision

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Unique reference number 149594 Inspection date 10/02/2010 Inspector Jo Rowley

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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 0300 123 1231, 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: 0300 123 1231 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 in 1999. She lives with her husband and two children aged 11 and 14 in Pirton, Hertfordshire close to shops, parks, schools and public transport links. The whole of the ground floor of the childminder's house, an upstairs bathroom and a bedroom, for children requiring undisturbed sleep, is used for childminding. Children also have access to a fully enclosed garden for outside play. The family has a tank of fish and a hamster.

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Description of the childminding

The childminder provides care on various weekdays during term-time and school holidays. She is registered on the Early Years Register to care for a maximum of three children in the early years age range and is currently minding three children in this age group. She also offers care to children aged over five years and this provision is registered on the compulsory and voluntary parts of the Childcare Register. Children on the compulsory and voluntary parts of the Childcare Register share the same facilities as those on the Early Years Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is inadequate.

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The overall effectiveness of the early years provision

Children are cared for in a welcoming environment and the childminder takes some steps to support children's welfare. For example, she has an understanding of safeguarding children and has written documentation to support this knowledge. However, the Early Years Foundation Stage (EYFS) framework has not been implemented and therefore, children's individual needs are not planned for, their progress is not assessed, or evaluated, to inform their future learning and resources are not appropriate for the ages and stages of some children. The childminder has not begun to effectively self-evaluate her setting, areas for improvement are not identified accurately and therefore, little action is taken to secure future development.

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The overall effectiveness of the early years provision

Overall, the early years provision requires significant improvement. The registered person is given a Notice to Improve that sets out actions to be carried out.

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further?

To comply with the requirements of the EYFS the registered person must take the following action by the specified date:

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further?

 make systematic observations and assessments of each child’s achievements, interests and learning styles and use these to identify the next steps in their learning (learning and development) 10/03/2010

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further?

 ensure that the areas of learning are delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities (learning and 10/03/2010 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 development)  provide experiences and resources which are appropriate to each child’s stage of development as they progress towards the early learning goals (learning and development) 10/03/2010

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further?

 develop opportunities to build a regular two-way flow of information with parents and other providers, deliving the Early Years Foundation Stage (learning and development) 03/03/2010

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further?

 promote a culture of reflective practice, self-evaluation and informed discussion to identify the settings strengths and prorities for development (organisation). 03/03/2010

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further?

To improve the early years provision the registered person should:

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further?

 promote equality of opportunity to ensure that every child is included  increase opportunities to develop children's knowledge and understanding of the wider world and skills for their future.

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the early years provision

The childminder has an understanding of safeguarding procedures in order to protect children in her care. She has a range of clearly written policies in place, which are shared with parents, to further protect children and she has devised an 'emergency box', containing essentials, which can be taken out with her should an emergency arise. Risk assessments are completed on a regular basis to ensure that children are cared for in a safe environment and a risk assessment is also carried out for each outing that children take part in, further promoting their safety. Children learn about keeping safe as they take part in an emergency evacuation plan and receive gentle reminders such as to sit comfortably whilst eating their lunch, in case they fall and hurt themselves.

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the early years provision

The childminder has not implemented the EYFS and therefore is not providing experiences and resources which are appropriate for all of the children in her care. For example, older, more able children are not effectively challenged. She has not begun to self-evaluate her setting in order to identify strengths and areas for improvement and therefore, outcomes for children are not improved. The childminder has made friendships with the parents and they talk on a daily basis about their children. However, they are not encouraged to share what they know about their children and the childminder has not shared any information regarding their progress or achievements because these records are not completed.

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the early years provision

There are no links in place with other providers who deliver the EYFS, therefore continuity of care is not promoted. The educational provision is weak because there is no structure to planning, observation or assessment and the childminder has an insufficient knowledge and understanding of the EYFS framework. Although each child is welcomed in to the childminder's setting and there is written This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 documentation to support this not all children are included in the day-to-day activities. For example, at snack time children do not always sit together.

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and outcomes for children

Children are generally supported by the childminder. However, children in the EYFS do not make adequate progress in their the learning and development because the childminder has a poor knowledge of the requirements of the EYFS. The lack of appropriate planning restricts children from receiving challenging experiences across all areas of learning and therefore, they are not given the appropriate opportunities to develop their skills. Observations and assessments are not completed to influence any form of planning or to assist with the development of each child's next steps. This means that children's progression through the EYFS framework is compromised.

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and outcomes for children

Children are provided with some opportunities to increase their physical development as they take part in visits to the local toddler groups and parks. Their health is generally promoted as the childminder encourages them to wash their hands regularly, minimising the spread of infection. The childminder has a lack of understanding with regard to inclusion and therefore doesn't always offer activities and opportunities to meet the needs of the children being cared for. For example, resources that some children play with are not appropriate for their ability and stages of development.

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and outcomes for children

The childminder generally supports the children as together they read stories and she asks relevant questions encouraging then to think further, for example, as they look through a 'seasons' book the childminder asks when they think the flowers will grow or in which season does it snow. However, because observations and planning are not completed the children are not challenged age or stage appropriately. Children have independent access to some resources, although they are not seen to make choices about their play and they have limited opportunities to develop their skills in knowledge and understanding of the wider world. They make insufficient progress in communication, language and literacy and skills relating to information and communication technology.

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and outcomes for children

Children have formed appropriate relationships with the childminder, they take turns and generally share resources. However, their independence is not effectively promoted as they are not encouraged to make choices about their play, with toys being placed out for them. Opportunities for children to develop their maths knowledge is limited as there is no encouragement for children to count, use mathematical language or recognise numerals, therefore, their skills in this area are not promoted.

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and outcomes for children

Their creative development is generally supported as the childminder encourages them to talk about their feelings and thoughts. An example of this is where children are encouraged to choose a 'feelings face' from the various ones displayed as they enter the childminder's home. This gives children an opportunity to talk about whether they feel, for example, happy, tired, sad or hungry. They also have This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 some opportunities to take part in dance and music activities. Children's behaviour is generally sound as they are encouraged to develop an understanding of the 'house rules'. They are starting to develop a sense of security within the setting as the childminder interacts with them as they play. 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 4 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 4 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 4

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Stage

The extent to which children achieve and enjoy their learning 4 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 4 The extent to which children develop skills for the future 4

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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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