Little Bloxwich CofE VC Primary School

Inspection report for early years provision

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Unique reference number 104222 Inspection date 21/04/2010 Inspector Sara Bailey

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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 1993. She lives with her husband and her two adult children in the village of Hemyock, Somerset. All of the ground floor of the house is used for childminding, which includes bathroom facilities. There is a fully enclosed rear garden for outside play. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. She is registered to provide care for a maximum of six children under eight, three of whom may be in the early years age range any one time. There are currently 10 children under the age of eight years on roll who attend on a part-time basis, six of these are in the early years age range and four children are aged between five and eight years. She also cares for children over eight years.

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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 Early Years Foundation Stage has been implemented effectively to promote good and outstanding outcomes for children of all ages. Children experience a wide range of exciting activities, which are very well supported by the childminder and promote inclusive practice. Their learning and development is in the early stages of being assessed and shared with other settings. All welfare requirements are met effectively to promote children's health and safety.

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further?

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

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further?

 develop further the observations and assessments to show how children's learning and development is linked to the six areas of learning and their individual starting points, progress towards the early learning goals and identified next steps  develop further the links with other settings children attend to maintain a regular two-way flow of information.

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the early years provision

The childminder safeguards children effectively through her knowledge of child protection issues and maintaining a safe environment. She is aware of reporting concerns and the signs to be aware of. However, she has identified the need to update her safeguarding training to ensure her procedures are in line with the Local Safeguarding Children Board. She is currently updating her written policies to reflect changes implemented with the Early Years Foundation Stage in 2008. The risk assessments of the home and outings are comprehensive and no weaknesses were identified through inspection regarding safety issues. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder's self-evaluation is an accurate record of her own strengths and weaknesses. Although she lacks confidence regarding the observations and assessments of children's learning and development, she has an effective system

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the early years provision

in place to show the wide range of activities they experience and can talk about their progress and how she meets their individual needs effectively. However, children's individual scrap books with some observations and lots of photographs do not show their starting points or evaluate activities to show children's progress in each of the six areas of learning towards the early learning goals. Although these books are shared with parents, the childminder does not share children's learning and development with other settings children attend. She has identified a document for sharing information with other settings to improve her links and further meet children's individual needs. This shows a commitment to further improvement. She has also attended a variety of workshops and training to keep up to date with current information and improve her service.

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the early years provision

The childminder has effective systems for recording children's information, accidents, medication and daily attendance. She adopted Devon Childminding Association policies several years ago but has since made amendments to them in line with the Early Years Foundation Stage being implemented, and updated telephone numbers for parents to contact Ofsted in the event of wishing to make a complaint, which is proactive and ensures continuous improvement. Informative posters and her registration certificate are clearly displayed for parents.

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the early years provision

The childminder promotes equality in all she does. Boys and girls have the same access to all resources, older children and younger children have the same opportunities but with differing levels of support to meet their individual needs effectively. Some cultural festivals are explored with children and toys and resources reflect diversity. Children have easy access to a wide range of quality resources. The childminder encourages children to self-select from well organised toy cupboards as well as rotating the planned activities and toys she has out on children's arrival to engage them.

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and outcomes for children

The extent to which children achieve and enjoy their learning, make a positive contribution and develop skills for the future is outstanding. Children are extremely well engaged in a range of play activities, suitable for their age and stage of development. The needs of babies and toddlers are met very effectively alongside each other, with lovely interaction from the childminder to develop their learning at every opportunity. Photographic evidence also shows how older children are included and enjoying activities. Children are active learners, creative and encouraged to problem solve in their play through open-ended questions, allowing children to explore, make choices and be inquisitive. For example, planned activities are flexible to allow for child-led play. When a child shows interest in some grape hyacinths growing in the childminder's garden on arrival in the morning she is allowed to pick them and put them in a pot on the kitchen table.

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and outcomes for children

She is encouraged to draw the flowers, which promotes discussion about colours and shapes. Once the child has finished drawing them she takes the flower apart This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to learn about how they are made, counts pieces of flower and compares sizes of stems then learns the importance of washing hands after touching flowers. Children's starting points and progress are understood by the childminder so each child makes significant gains in their learning. However, her assessment records of their learning and development do not show the same progress as starting points are not recorded and activities are not linked to the six areas of learning. Children have excellent vocabulary and develop numeracy from an early age from good role modelling from older children and the childminder in everything they do. They also show an interest in information and communication technology using age

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and outcomes for children

appropriate software to learn about the wider world around them. All these skills help prepare them for the transition from the setting to school with ease. This is especially well promoted with the wide age range cared for as older children are paramount in the younger children's learning. All children are very aware of the rules of the home, respond to the expectations and are involved in decision making to promote a sense of belonging. Children respond positively to much praise and encouragement, they are confident and self-assured, happy and settled. Their behaviour is excellent; they develop positive relationships with adults and their peers.

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and outcomes for children

Children benefit from good hygiene practices and healthy eating promoted by the childminder. Young children are very aware of routines, such as hand-washing before eating, using liquid soap and individual paper towels to prevent the risk of cross infection. They know the importance of using wet-wipes after eating to avoid sticky fingers on the toys and know why the childminder cleans the table with anti- bacterial spray before having snack. Children have easy access to drinks of water as they play and are reminded to drink with their food. They enjoy dried fruit and fruit bars for snack provided by the childminder in consultation with parents to ensure dietary requirements are met and any specific issues dealt with consistently. Children enjoy sandwiches or soup for lunch with home cooked meals, such as cottage pie or pasta for tea. Children regularly cook with the childminder, which develops their awareness of healthy eating and food as well as

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and outcomes for children

developing skills across all six areas of learning. Children have regular outside play, walks and outings to enjoy the fresh air and develop their physical skills.

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and outcomes for children

Children are safe within the home due to effective use of safety gates, external doors being kept locked with keys out of reach of children and designated areas for different activities. Children are involved in monthly fire evacuation drills to develop their awareness of fire safety. They understand the dangers of climbing or standing on chairs and learn about road safety from regular discussions and daily experiences. Children walk through the village in pairs and young children are safely strapped into pushchairs to ensure their safety, as the childminder completes the school run with lots of children. Babies and toddlers settle quickly to sleep showing they are secure and have a sense of belonging. 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 2 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 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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