St Nicholas School

Inspection report for early years provision

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Unique reference number 126552 Inspection date 15/03/2010 Inspector Linda Margaret Nicholls

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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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 1995. Registration is for the Early Years Register and both the compulsory part and the voluntary part of the Childcare Register. Registration is for a maximum of five children at any one time or whom three may be in the early years age range. There are currently four children on roll, three of whom are in the early years age range. Registration does not include overnight care.

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Description of the childminding

The childminder lives with her family, including two school-aged children, in Dartford, Kent. Local amenities, including pre-schools, nurseries and schools are within walking distance. Downstairs rooms are used for childminding. There is a garden for outside play. The family have a cockatiel and fish in a tank.

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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

The childminder demonstrates a secure and systematic knowledge of the children she cares for, which supports her application of the Early Years Foundation Stage learning and welfare requirements. Children are safe and secure in the childminder's home. The childminder builds flexible and positive partnerships with parents which effectively help her to meet children's individual needs. The comprehensive use of her self-evaluation and reflective practice ensures that the childminder is continuing the professional development of her childminding service with imagination and enthusiasm.

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further?

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

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further?

 ensure all required documents are reviewed and dated to reflect the use of the garden, now available for outside play

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the early years provision

The childminder ensures that all adults in her home remain suitable and clear safeguarding procedures are in place. She maintains direct supervision of the children in her care and visitor details are checked. Children's safety is assured with thorough risk assessments of the premises, resources and outings, although some hazards identified in the garden require a review date before children use it for outside play. Safety equipment is fitted and visual daily checks of play areas are carried out. An emergency evacuation plan is in place, practised and recorded. A register accurately records the arrival and collection of children in her care. The childminder has an excellent and wide-ranging understanding of how to use personal and collective resources, such as training or equipment shared with other This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 accredited childminders, to invigorate and develop her service.

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the early years provision

Well-organised systems ensue that required personal records and documentation are available and these clearly provide all the necessary information for the ongoing support of individual children. The childminder is effective in gaining permission for medical emergency advice or treatment. Accident and medication records are in place and daily information of activities and events are exchanged, providing continuity of care. The childminder provides a wide range of resources and activities that activity promote equality, diversity and inclusion, including those that reflect cultural or annual events welcoming spring and celebrating Mothers' Day.

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the early years provision

The childminder has made very effective use of the self-evaluation process. Her astute reflections have identified areas of strength and weakness in her provision. She has extended her resources to reflect equality and diversity and has revised her system to gain parental permissions. She is proactive and creative in the continuous improvement of the service she gives, attending Mosaic Approach training to support children's language development and their unique learning progress. Her plans include further refinements to the application of her observation, assessment and planning procedures, to encourage parents to record their feedback of her provision more fully and to update her safeguarding training. The childminder is flexible and supportive in her relationships with parents. She has adopted, with permission, the suggestion to send a daily photo of one family of their child at play, for their reassurance. The childminder has developed

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the early years provision

professional and positive contacts with other accredited childminders, nurseries and schools. She has attended training that has reinforced her understanding and ability to extend and reinforce children's learning.

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and outcomes for children

Children show they are very well settled and secure as they move about the play area, explore the craft items and imaginatively use furniture to construct a puppet show. They demonstrate established confidence as they make choices from the wide range of engaging activities and stimulating resources they can access. Observations and photographic evidence differentiate the six areas of learning for parents information so that a unique learning record is developed for each child. Starting points are discussed and a clear baseline assessment taken as a foundation for ongoing assessment. Clear planning is in place for individual next steps of learning towards the early learning goals.

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and outcomes for children

Children demonstrate a wide and increasing knowledge and understanding of the world as they move the mouse to play activities on the computer or activate battery-operated keyboards and electronic resources. They problem-solve as they discover how to fix their drawing of a flower onto a wooden peg with sticky tape. They confidently name colours and shapes as they construct a daffodil from yellow paper and discuss the animals they may see in spring time. They generously invite the childminder to join them in their activity and when this is completed discuss with enthusiasm how it may be displayed and where. They show great pleasure in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their achievements and welcome the idea that other children they know will display their completed flowers alongside. Children explore the properties of ingredients as they take part in regular cooking activities or find out how plants grow in the earth

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and outcomes for children

when they plant bulbs in the front garden. Children demonstrate a thorough enjoyment of books, turning the pages with care as they successfully identify objects such as a street light and an aerial in the illustrations of a book. Children demonstrate an established confidence as they put on the animal hand-puppets to follow the story of Farmer Duck, joining in with a responsive 'quack' amid giggles and laughter. Children make significant and rapid progress in their thinking and verbal expression because the childminder has attended specific training for the development of individual learning. Children suggest they put on a puppet play for the childminder, using the back of a chair and a blanket as impromptu props. The childminder takes the opportunity to reinforce and praise what they know as she challenges them to judge if the frog puppet is bouncing higher than a giraffe or an elephant.

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and outcomes for children

Children learn how to keep themselves safe. They know to put their hands over their mouth when they cough, to use tissues to help stop the spread of germs and that outside play and exercise will keep them fit and healthy. The childminder ensures they learn about road safety as they travel to and from school or nursery. The childminder has recently prepared her garden so that children have additional opportunities to explore their physical skills during play on the trampoline outside. Children learn about healthy food choices when offered a range of balanced foods, whether provided by parents or by the childminder. Drinks of fresh water are always available. The childminder takes detailed information about any special dietary restrictions and works closely with parents to ensure children's individual dietary needs are met. The childminder uses positive strategies to encourage the behaviour she wants, including being polite, respecting her home, taking turns

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and outcomes for children

during games and sharing resources. Children get plenty of interaction with others in the early years age range during visits to other childminders or attendance at local support groups or venues. They know the names of children they meet at the childminders home, learning to negotiate and recognise differences and similarities. 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 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 1 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 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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