Whitton Junior School

Inspection report for early years provision

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Unique reference number 129974 Inspection date 14/07/2010 Inspector Gillian Charlesworth / Hilary Preece

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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 1992. She lives with her husband and two adult sons in Borehamwood, Hertfordshire close to local shops and schools. She works from her property with two part-time co-childminders in the setting known as ‘Honey Bears’. Four assistants are also employed. Children use the ground floor of the property only and play in the conservatory which has direct access to the garden via a ramp. There are toilet facilities downstairs and the front lounge accommodates sleeping children and is used as a quiet area. The first floor and stairs are not included in the registration.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range, although, when working with co-childminders this may be increased to six. Assistants who work at the setting are never left unsupervised. There are currently 15 children on roll within the setting, 14 of whom are within the early years age group between six months and five years. Children attend on a part-time basis with variable attendance patterns. Morning and afternoon sessions are offered, although, a small number of children attend a whole day. Sessions run from 9.00am until 12.00 noon and then 12.30pm until 3.15pm, although, these times are flexible. Care is offered to one child over five years of age.

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Description of the childminding

The childminder has a car to transport children and walks to local amenities regularly. The setting supports children who speak English as an additional language. The childminder holds a Level 3 NVQ childcare qualification.

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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 leads a team who shows genuine commitment towards the children and families in their care ensuring that overall, their individual needs are met and they are happy, settled and mostly making good progress in their learning and development. There has been progress in making improvements to the setting, although, strategies to independently self-evaluate and improve quality are not yet well developed. Records policies and procedures are generally suitable, although, some aspects of safeguarding procedures and documentation are less well managed. There is a strong commitment to foster positive relationships with parents thereby supporting continuity of care well.

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further?

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

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further?

 ensure that adults looking after children, or having 30/07/2010 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 unsupervised access to them, are suitable to do so, with particular regard to, using evidence from a range of sources to make decisions of suitability, and being accountable and four, and supervising the work off, any assistant (Suitable People).

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further?

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

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further?

 develop a culture of reflective practice, self-evaluation and informed discussion to identify the setting’s strengths and priorities for development that will improve the quality and consistency of provision for all children  review the organisation to help children feel consistently safe in the provision, with particular regard to the organisation of nappy changing  monitor the educational programme to ensure children make good progress in all areas of learning and development, with particular reference to problem solving, reasoning and numeracy and knowledge and understanding of the world.

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the early years provision

Children are generally safeguarded and protected. Overall, the childminder takes steps to comply with vetting procedures for adults in the household and has strong working relationships with other members of her team who are suitably vetted with Ofsted. The childminder is effective in ensuring that co-childminders and assistants recruited to work at the setting have a genuine commitment towards the children. However, as the lead adult in the setting, she has not fully developed staffing procedures or using a range of evidence to fully assess their suitability when initially selecting and recruiting staff. On occasions, assistants are not always deployed effectively when they are allowed to leave the premises with children unsupervised and the childminder is not sufficiently aware of requirements she must meet to fully protect children and act in their best interests. She is improving her awareness of safeguarding procedures and recently attended ‘integrated

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the early years provision

practice’ training. She understands her responsibility to record and report concerns and has up-to-date guidance materials that are displayed. Co-childminders have collaborated on revision of all policies including the child protection policy that is suitable. Adults understand their responsibilities and procedures to be followed in the event of an allegation against an adult. Consequently, safeguarding regulations and duties are met in relation to child protection. Security and fire safety are given a high priority and most steps are taken to ensure that children are cared for in a safe and secure environment. However, arrangements to help children to learn to be safety conscious are not always managed consistently. Space is managed appropriately overall and the play-room and garden are child centred enabling children to access resources freely and move independently between the indoors and outdoors throughout the year which supports inclusive independent learning

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the early years provision

overall. The childminder and her team work well together, prioritise their time with the children, and consider sustainability by utilising local resources. For example, they arrange visits to the pet shop to foster children’s interests and make good use This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of toy libraries to provide children with wider learning opportunities. The celebration of a variety of festivals helps children’s understanding of differences.

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the early years provision

The childminder is motivated to seek further improvement and, in collaboration with her team, has taken steps to improve many aspects of the provision. For example, by introducing systematic monitoring of children’s learning and development which is effectively beginning to narrow any achievement gaps. She has begun to take steps to self-evaluate the provision but generally relies on advice and guidance from her team and outside agencies. Consequently, procedures are generally not yet sufficiently well developed to independently move the quality of the setting forward and, provide an accurate diagnosis of the strengths and key areas in need of development.

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the early years provision

Parent feedback is very positive and the childminder and her team work hard to provide good quality information and communication overall, thereby supporting effective continuity of care. Communication strategies include web-based information, notice-boards, displays, daily diaries, signed written policies, access to children’s learning and development records, and activities to support children's learning at home such as making books for Teddy's travels. Parents comment on the effective strategies to meet children’s individual health needs. There are effective gradual settling-in procedures, and parents are actively encouraged to share what they know about their child when they first start to attend.

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and outcomes for children

The quality of children’s learning is good, therefore, they are making positive progress overall even though some areas are less well developed than others. Children are eager to attend and relish their time in the setting. They have plenty of opportunity to make choices. For example, the childminder observes their play preferences and provides appropriate resources, such as a water tray, that children delight in exploring. Generally effective systems have been introduced to observe and assess children’s learning and progress towards the early learning goals.

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and outcomes for children

Overall, children are developing good skills for the future. They make good progress in communication and literacy, and enjoy talking confidently to the childminder and her team, recalling meaningful experiences. Through natural interactions young children are routinely learning new vocabulary. For example, the childminder introduces words in context when making play-dough shapes, and children enjoy repeating and reinforcing these. They make generally good progress in problem solving, numeracy and reasoning, and information communication technology. For example, they can competently use simple interactive toys but are not yet encouraged to use more challenging technology equipment or to engage in wider exploration and investigation to examine change. For example through sand play or observing and growing plants. Children delight in engaging in action rhymes and using numbers to count; they recognise names and numbers in

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and outcomes for children

environmental print and fit shapes into spaces in puzzles. However, children are not always challenged to extend aspects of their learning such as calculating and problem solving. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children are beginning to demonstrate an understanding of issues relating to safety which helps them to feel safe in the setting overall. The childminder’s team plan activities that help children learn the principles of road safety and children carefully follow instructions to cross a paper road layout safely and talk about boundaries. Adults are sensitive in helping children to learn why the use of safety equipment, such as safety gates, are important. However, children comply with nappy changing processes that are not private and are changed in front of children and adults without encouragement to learn to speak out and challenge practice that limits their dignity.

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and outcomes for children

Children are strongly encouraged to adopt healthy lifestyles. They adopt good personal hygiene routines and wash their hands after visiting the toilet using towels that are replaced after reach use to prevent the spread of cross-infection. They have free-flow access to the outdoors all year round, therefore they have plenty of fresh air and exercise. They eat a balanced range of healthy meals and snacks which are freshly prepared by the childminder who has clear systems to accommodate their individual dietary needs. Consequently, children enjoy their meal times sitting socially together as they tuck into healthy foods they enjoy, such as chicken and sweet corn rissoles. Planned activities help children to learn about healthy eating choices and attractive displays reinforce their learning.

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and outcomes for children

Children have positive attitudes towards learning and are making good relationships. They show a strong sense of belonging when they arrive excitedly, and settle quickly after having a long break from the setting. They take initiative and work well independently or enjoy collaborating and cooperating with their peers. For example, older children enjoy playing teacher games while the team of childminders join in with younger children and facilitate the use laminated cards to talk about facial expressions and feelings. Children's behaviour is very good and they are helped to understand boundaries by the childminder, who reinforces the importance of good manners and sitting down to eat meals. Resources are used well to help children learn about the wider community and people with disabilities. 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 2 The extent to which children feel safe 3 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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 ensure there are effective systems to ensure that any person caring for children is suitable to work with children which must include obtaining an enhanced CRB check through Ofsted; is of integrity and good character; has skills and experience suitable for the work; and is physically and mentally fit for the work (Suitability of persons to care for, or be in regular contact with, children). 30/07/2010

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the report for the compulsory part of the Childcare Register (Suitability of persons to care for, or be in regular contact with, children). 30/07/2010

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