The Leventhorpe School

Inspection report for early years provision

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Unique reference number 117588 Inspection date 22/04/2010 Inspector Christine Bonnett

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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 was registered in 1984. She lives in Northolt, in the London borough of Ealing. The ground floor of the maisonette is mainly used for childminding and there is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years, of whom no more than three may be in the early years age group at any one time. She is currently minding two children in this age group and two older children. She is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. The childminder walks to local schools to take and collect children. She has no pets.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder looks after children within a clean and safe home. Children make progress in their learning and development because of the variety of play activities and resources available for them. The childminder provides an inclusive setting, where the individual needs of all the children are known and respected, and effective partnerships with parents are established. The childminder is developing her self-evaluation skills, as she understands the value of continuously moving forward in her practice for the benefit of the children.

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further?

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

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further?

 secure knowledge and understanding of the importance of the required timescales in relation to reporting possible child protection concerns  further develop systems to self-evaluate practice to identify strengths and priorities for development, and includes the views of the parents  ensure observations and assessments are carried out sufficiently frequently to reinforce children’s learning and to ensure each child makes appropriate progress towards the early learning goals in each of the six areas of learning improve hygiene standards in the bathroom to prevent the risk of cross- infection.

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the early years provision

The childminder has a sound knowledge of the potential signs of child abuse and the role of the agencies involved in safeguarding children. She also recognises that the welfare of the child is paramount. However, she is less confident about how to determine when a referral for suspected abuse needs to be made to the appropriate agency to ensure the child is adequately safeguarded. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder is safety conscious around her home, ensuring that there are no obvious hazards to children. The risk assessments of the home, garden and outings are detailed and effective in identifying and minimising potential dangers. The maintenance of all the required records and documents also contribute towards the children’s well-being.

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the early years provision

The childminder understands the positive impact on the children of working in partnership with their parents. All relevant information is sought from parents before the arrangement begins to ensure that the care provided is appropriate and consistent. As the children develop, the childminder discusses and agrees any changes in the routine with the parents, for example, in relation to potty-training. The childminder understands that she also needs to establish effective partnerships with nurseries and other care or education providers involved with the children to fully support their achievements and well-being.

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the early years provision

The childminder reviews her work and understands the value to the children and herself of moving ahead in her practice. She welcomes support from the local authority development worker to help her identify her strengths and to guide her towards improvement in some weaker areas. For example, the childminder recognises that she needs to enhance her understanding of child protection matters and her observation and assessment skills. In addition, parents are not consulted to share their views as part of the self-evaluation process. Since the last inspection, the childminder has obtained resources that reflect positive images of diversity, reviewed children’s safety in the home and improved her record keeping. All of which contribute towards improved outcomes for children.

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the early years provision

The childminder’s home is clean and comfortable. It affords children sufficient play space to enable them to explore the play materials unhindered. Resources are adequate to support children’s learning and are stored on the floor to enable them to have readily and independently access items of their choice. Additional resources are stored elsewhere in the home and are changed over regularly with those in the lounge to maintain the children’s interest.

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the early years provision

Through her effective partnerships with parents, the childminder knows each child’s background and needs well, and works appropriately to ensure their individual needs are met. The childminder researches the customs and traditions of world faith festivals to enable her to begin to develop the children’s understanding of diversity within society, and also to support the older children’s learning at school. For example, they made divas to acknowledge Diwali, and baskets for Easter.

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and outcomes for children

Children’s progress in their learning and development is monitored as the childminder carries out observations of them at play. She assesses their stage of achievement, and plans the next step in their unique learning journey. However, the observations are not carried out sufficiently frequently to ensure that children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 make sustained progress towards the early learning goals in each of the six areas of learning. The childminder takes photographs to illustrate some of the observations and to enable parents to see the range of fun and stimulating activities she provides. These include making collages, cooking, and exploring the properties of dough and cornflour mixed with water. Children are developing important skills for the future as they enjoy sitting with the childminder and looking at books. Language is promoted as she asks questions about the pictures

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and outcomes for children

to promote a response. Problem solving, reasoning and numeracy is promoted as the children match and sort bricks and also count the cars as they walk along the street. Older children are able to access the CBeebies website and learn how to operate simple games, while younger ones have access to programmable toys to help develop their knowledge and understanding of information and communication technology. Children have the opportunity to socialise with others as they regularly visit local pre-school groups. They begin to learn about the local community and the wider world as they enjoy trips by train to Ravenscourt Park, and the Princess Diana Memorial Playground.

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and outcomes for children

The childminder generally encourages children to adopt healthy lifestyles. She ensures that time is made every day for physical play outdoors. The back garden allows children to run around and ride bikes within a secure environment. The local park is also visited regularly. The childminder provides healthy foods for the children at lunchtime, which take account of their individual dietary needs. Ham sandwiches, cheese, fruit and milkshakes are all popular favourites. The childminder helps children understand the importance of washing their hands at appropriate times of the day. However, there is a risk of cross-infection between them as they share a towel in the bathroom.

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and outcomes for children

Children begin to learn how to keep themselves safe as the childminder carries out emergency evacuation drills from the home. She also teaches them about the importance of stopping at kerbs and looking both ways for cars before crossing the road. Children are happy and settled in the childminder’s care. She treats them with kindness and affection. The childminder has house rules that she encourages the children to follow. These include playing nicely so that no one gets hurt, not climbing on the furniture, sharing and taking turns. Because she applies the rules consistently, the children develop a sense of security, as they know what is expected of them. Children demonstrate their closeness to the childminder by enjoying her interaction with them as they play, and willingly cuddling up on her lap for a story. 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 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 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 3 The extent to which children develop skills for the future 3

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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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