St Peter's CofE Primary School

Inspection report for early years provision

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Unique reference number 148403 Inspection date 05/05/2010 Inspector Susan Victoria May

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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 1995. She lives with her husband, adult son and daughter aged 15 in Woodley, near Reading, Berkshire. The ground floor of the childminder's house is used for childminding, with children using the upstairs for sleeps only. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register and may care for a maximum of six children under eight years at any one time. The childminder is currently minding three children under eight in the early years age group. The childminder also cares for children over eight years of age.

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Description of the childminding

The childminder is prepared to take and collect children from local schools.

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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

Children feel settled, secure and clearly enjoy their time with the childminder, developing warm and caring relationships with her. All aspects of children's welfare and education is promoted in an inclusive manner. To support children's development there is a good range of age-appropriate play resources accessible to them that promotes their learning and provides new challenges as they play and have fun. The childminder builds extremely constructive relationships with parents, demonstrating a clear understanding of the importance of working together to meet the needs of the children. She has also begun to build links with others involved in the children's care and learning. Self-evaluation is good with positive steps made towards addressing areas the childminder has highlighted for improvement.

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further?

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

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further?

 continue to develop observation and assessment processes, using them to identify children's next steps in order to inform future planning  provide parents with contact details of the person who would be responsible for children in the event of an emergency situation arising  review risk assessments for outings to ensure they identify all possible hazards and minimise risks to children

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the early years provision

Children have access to a variety of play opportunities that include both adult led and child initiated activities as she organises her childminding day following This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 routines that help children feel secure and confident. Toys and resources are well maintained, entirely age-appropriate and easily accessible for children to self select. Routines allow children to have active and quiet times and there are ample opportunities for children to play outdoors, both to develop their physical skills as they use outdoor equipment and to develop their knowledge of the wider world. Children remain safe as all adults in the household have appropriate checks and the childminder is vigilant in her supervision of the children at all times. Comprehensive risk assessments are in place for the premises and garden and the childminder has procedures to keep children safe on outings, however, to identify

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the early years provision

all possible hazards and minimise risks to children these require further consideration. The childminder demonstrate an understanding of the signs and symptoms of abuse and is aware of the procedures to be followed if she has any concerns. Parents are aware that the childminder has identified a suitable person to be responsible for the children in the event of an emergency situation arising; however, they do not have access to the relevant telephone details to ensure contact can be made as quickly as possible. All the required documentation to protect children's welfare is in place and includes prior parental consent to administer medication, accurately completed accident forms and permission for outings. Children's information is stored securely and the childminder keeps all information confidential. Policies and procedures are shared with parents prior to the children being cared for to ensure there are clear expectations of the

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the early years provision

childminder's practices. The childminder provides an inclusive environment as she works with parents and others involved in the children's care. For example, staff at the school children attend. Parental feedback is extremely positive as parents highly commend the care and educational opportunities she provides for the children. Excellent communication links ensure that all information about the children is shared with parents and input from parents about the children and her practice is welcomed.

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the early years provision

The childminder knows the children well and development records clearly show their progress with photographs and examples of children's work supporting her observations and assessments. The introduction of observations and assessment is comparatively recent and the childminder is continuing to develop her systems in order to identify children's next steps and inform future planning. The childminder monitors her provision through regular self-assessment and has identified strengths in her practice, addressing issues where she has highlighted areas for improvement, thus demonstrating a commitment to moving her practice forward to benefit the children for whom she cares.

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and outcomes for children

Children are happy in the childminder's company as they relax in the warm, friendly environment that childminder provides. Children begin to develop independence as they choose what they wish to play with indoors or outdoors and select from the well maintained equipment that is accessible to them. Children move around the home, freely and safely initiating their own learning, with discreet supervision from the childminder to ensure she is available to support them should they require it. Children have stimulating and challenging activities This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 available to them, for example, the childminder provides opportunities for them to explore outdoor areas, look at insects, watch the squirrels and birds to develop their knowledge and understanding of the world around them. A range of play equipment in the childminder's garden allows them to ride on wheeled toys, climb

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and outcomes for children

and slide; visits to local parks provide opportunities to play on larger equipment. Malleable materials, such as play dough and the use of tools such as paintbrushes, scissors and cutlery, help children develop control and coordination. Children begin to learn how to keep themselves safe as the childminder tells them what might happen, for example, explaining that if they walk on the construction bricks they might hurt their feet. Children's routines are followed in line with parental wishes, with time for rest and active play incorporated into the childminding day. The childminder follows good hygiene practices to protect children's health and well- being, for example she has clear nappy change procedures, ensures parents are aware that children who are sick or unwell do not attend and has accident and medication procedures in place. Children's meals are provided by parents and the childminder always ensures that these are stored appropriately to remain fresh.

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and outcomes for children

Drinks are always available. The childminder knows all children's dietary requirements and records the information. To help children's developing language skills the childminder uses age appropriate techniques. For example, leaving pauses after speaking to very young children to allow them to respond and making sounds or words into a sentence to help them recognise that words are a means of communication. Simple open-ended questions are used to extend children's thinking. Children have access to books and the childminder finds ways to make stories exciting and different, for example, as they visit the Wind in the Willows Museum, look at the exhibits and listen to the story as they walk around. There are opportunities to mark make in a variety of ways, with pencils, crayons or chalking outdoors on the patio.

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and outcomes for children

The childminder’s clear expectations of behaviour help provide a solid base from which children develop good social skills, begin to learn how to care for each other and the world around them. The childminder praises children frequently, thereby helping build their self-esteem and confidence. Children listen to the childminder respectfully and she in turn values their thoughts and opinions and has regard for their comments. The childminder has a good understanding of each child's circumstances; family context and home life, she values and respects each child's individuality, working extremely well with parents and beginning to make links with other child care practitioners to meet their needs. All children are encouraged to participate in activities and positive images are provided through resources, such as small world play, puzzles, and books that reflect the diversity of the world around us. The childminder helps children begin to problem solve as they access

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and outcomes for children

construction toys, build towers that the childminder describes as tall, short, high, higher to help extend children's understanding and vocabulary. Together, the childminder and children count farm animals as they put them in a truck and talk about different sizes. For example, the childminder asks what size truck would we need to move the elephant, children correctly choose the big truck. Children have access to art and craft materials in the home with which to explore their creativity and further opportunities to experiment with a range of media at groups they attend. They have access to role play resources and use their imaginations to explore situations. For example, children empty a toy box and turn it into a camp, a chair and a den. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder is fully aware that children learn through play, She is an experienced childminder who is confident in her knowledge of the early learning

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and outcomes for children

goals, she keeps up to date with all relevant information through attending childminding groups where there are often visits/training from the Local Authority. This ensures she has a good understanding of how best to maintain her practices to help children continue to make good progress. 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 2 The extent to which children develop skills for the future 2

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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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