Castledyke Primary School

Inspection report for early years provision

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Unique reference number 117967 Inspection date 11/05/2010 Inspector Maria Therese Conroy

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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 1998. She lives with her husband and two children aged 11 and 16 years in Greenford in the London borough of Ealing. The ground floor of the childminder's home is 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 four children of whom no more than three may be in the early years age group at any one time, currently there are two children in the early years on roll. The childminder is registered on the Early Years Register, compulsory part of the Childcare Register and voluntary part of the Childcare Register. She attends the local parent and toddler group. The family have 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

Children are provided with a warm and caring environment where they are happy and settled and have access to various activities both in the home and through local outings. However the childminder is not fully confident in the implementation of the Early Years Foundation Stage (EYFS). The process of observation and assessment is still in its infancy and has yet to have an impact on the planning of the curriculum in relation to children’s individual developmental needs. Although the childminder has some awareness of her areas for improvement, the system in place to identify these and plan for improvement is not fully effective. The childminder has a good relationship with the parents and has works in partnership with other professionals to meet the individual needs of children who attend.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 plan and provide experiences which are appropriate to each child’s stage of development as they progress towards the early learning goals (organisation) 22/06/2010

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further?

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

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further?

 improve the systems in place to promote good hygiene procedures for very young children in relation to hand washing  improve the systems for informing parents about their child's achievements and developmental progress  develop the systems in place to identify strengths and weaknesses in order to have a plan of action to make further improvements  extend systems for observation and analysing the information to help plan for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 'what next' for childrens individual developmental needs, using the practice guidance for support.

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the early years provision

The childminder has a secure understanding of how to safeguard children and has attended training to support her knowledge and understanding of safeguarding issues. A suitable safeguarding procedure is in place, to be followed in the event of a referral having to be made. The childminder has undertaken risk assessments including those for local outings.

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the early years provision

The childminder has yet to effectively complete the self evaluation process, although she has identified some areas for improvement. The childminder has attended a number of training courses throughout the year to ensure that her skills and knowledge are updated such as first aid and health and safety risk assessment. In addition the childminder works with the early years advisor to help support her in improving the provision for the children.

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the early years provision

Children are able to self select a variety of resources in the playroom, most of which are at low level. The childminder is aware of their interests, for example, they enjoy role play and putting the baby to bed; as a result she has made available a buggy and a bed for the children to support their play and interests.

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the early years provision

The childminder verbally communicates with parents keeping them informed of their child's care and what they have achieved on a daily basis. Although parents have access to the observations relating to their children there are no effective systems in place to inform parents in relation to their child's developmental progress. Information is sought when a child starts to ensure continuity of care is provided, for example, routines and dietary needs, in addition a parents' notice board provides parents with information such as details of fire drills undertaken.

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the early years provision

The childminder is aware of children's individual needs including their health and dietary needs. She works in partnership with other professionals to meet the needs of the children in her care by carefully monitoring children's progression, specifically relating to their individual health requirements.

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and outcomes for children

The childminder has a satisfactory knowledge of the Early Years Foundation Stage (EYFS) however there is a lack of planned purposeful activities, to ensure all areas of the curriculum are fully promoted. Observations undertaken are in their infancy, however the childminder has yet to confidently analyse the information obtained through the observations, and does not currently use the Practice Guidance for the Early Years Foundation Stage to support and guide her in planning for children's individual needs. Therefore some of the activities provided do not fully challenge children. Overall it is very much a free-play environment offered within the home This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and the balance of adult-led and child-led activities to foster active learning is not fully sufficient.

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and outcomes for children

Children enjoy being able to self select the resources they wish to play with in the play room. They take part in role play as they put the baby to bed in the buggy, they begin to learn to count on the abacus and take part in creative play such as sticking and collage.

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and outcomes for children

Children have the opportunity to socialise with other children of a similar age by attending local toddler groups, where they have access to a variety of play experiences such as exploring shaving foam and painting. They walk to the local library where they have access to a wide selection of books including those with positive images of diversity, such as dual language books.

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and outcomes for children

Children are learning to keep themselves safe through daily activities such as when they have to cross the road, they watch for the 'green man' and older children hold hands at the side of the buggy. As they get closer to home where it is less busy, younger children are given more independent to walk alongside the buggy. Children take part in fire drills regularly, teaching them how to safely get out of the house in the event of an emergency.

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and outcomes for children

Children are provided with food that their parents supply and the childminder is vigilant in meeting children's' individual dietary needs with the snacks she provides. Practices for promoting good hygiene are acceptable, however, on occasions, younger children do not have their hands washed after they have their nappy changed or before their eat their snack. There is regularly opportunity for children to take part in physical activities, for example, when they walk to the school every day and when they go to the local park.

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and outcomes for children

The childminder is warm and welcoming and responds to children’s needs making them feel safe and secure. Children are settled, they are happy and confident and they have formed positive relationships with the childminder. The childminder has suitable strategies to deal with management of behaviour and uses positive praise during every day practices.

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and outcomes for children

Children generally make reasonable progress in communicating, literacy, numeracy and skills relating to information and communication technology. They are beginning to develop co-operation skills and negotiate with their peers when they attend local toddler groups such as through turn taking when using the equipment. 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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