Mersery Primary School

Inspection report for early years provision

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Unique reference number 129237 Inspection date 23/04/2010 Inspector Jo Rowley

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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 1993. She lives with her husband and their son aged 17 in Lemsford, Welwyn Garden City, Hertfordshire. The whole of the downstairs is used for childminding. The garden is not used for childminding and therefore children regularly visit the local parks. The premises are accessible by a step to the front entrance.

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Description of the childminding

The childminder provides care every weekday during term-time and school holidays. She is registered to care for three children on the Early Years Register and currently three children attend. The childminder is also registered on the compulsory and voluntary parts of the Childcare Register but does not currently provide care for any children within these age ranges.

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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 provides a happy and welcoming environment. She takes positive steps to promote children's welfare through established daily routines and she has a general understanding of safeguarding procedures. The childminder meets the needs of children in the Early Years Foundation Stage and promotes an inclusive environment. All children are making sound progress towards the early learning goals and links with parents and the local children centres help to build positive relationships, promoting consistency. The childminder has an understanding of her strengths and weaknesses and has begun to self-evaluate her setting, taking the necessary steps to improve her practice.

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further?

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

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further?

 carry out a risk assessment for each type of outing (safeguarding and welfare of children). 07/05/2010

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further?

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

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further?

 ensure that the safeguarding policy is shared with parents  ensure that the planning of activities incorporates the six areas of learning.

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the early years provision

The childminder has a suitable understanding of safeguarding procedures in order to protect children in her care. For example, she has a safeguarding children policy in place which includes the procedure to followed if a child were to get lost, whilst This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 in her care. Although, the safeguarding policy is not shared with parents and this potentially affects children's welfare. The childminder has devised written risk assessments, which are completed on a regular basis, to promote children's safety in the home and there are risk assessments in place for outings that children take part in. Although, not all outings are risk assessed and this potentially compromises children's welfare. The children are learning about keeping safe as they take part in an emergency evacuation drill, which is practised on a regular basis and whilst on outings they learn about road safety and strangers, promoting

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the early years provision

their safety. Children's safety is further protected as the childminder carries an emergency bag with her, whilst out of the home. The bag contains first aid equipment, a mobile phone and contact details for all of the children as well as for herself.

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the early years provision

The childminder has a suitable knowledge of the Early Years Foundation Stage. She has developed a friendly relationship with parents and encourages them to share what they know about their children with daily communication being fully encouraged. The childminder has not yet built any formal links with local agencies, such as schools, because the children she cares for do not currently attend any other setting. However, the childminder has begun to develop links with the local children's centre and aims to build on these links as children get older to develop consistency and continuity of care. All children are equally welcomed into the childminder's setting regardless of their background and a written equal opportunities policy is in place, and shared with parents, to ensure that no child is discriminated against, promoting inclusion. Each child is offered the same opportunities and experiences, although, these are tailored to their individual

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the early years provision

needs according to their ages and stages of ability.

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the early years provision

The childminder has some understanding of cultural differences and provision to support children's awareness of the wider community. She provides resources, such as books and small world play to develop children's knowledge and understanding of the wider world. Another example of how children are developing their knowledge and understanding of the wider world is through a book that the childminder has made. The book shows people from different back grounds with different disabilities and the childminder uses this book as a way of discussing differences with children, whilst encouraging them to learn that we are all special and unique. The childminder has taken steps to monitor and evaluate her setting by asking parents for feedback. This enables her to make improvements and bring about improved outcomes for children.

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and outcomes for children

Children are happy, settled and enjoy their time with the childminder. They make steady progress in their learning because the childminder is supportive to their needs. Children are naturally challenged in their play as the childminder extends their learning by asking questions that encourage them to think further. For example, as one child is making a birthday card the childminder asks which colour card the child has chosen, praising the child for their correct answer. Children feel valued as the childminder listens to them and supports them as they play. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Observations are completed for each child, on a regular basis and the next steps in their learning are recorded. The childminder organises fun activities and experiences on a regular 'topic' basis, and these topics have recently included animals, travel and the weather. However, planning does not incorporate the six

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and outcomes for children

areas of learning and therefore, children's development is not always consistent across all areas.

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and outcomes for children

Children's behaviour shows that they feel safe as they happily go to the childminder for an adhoc cuddle. She gently reminds children to be kind to the resources as well as each other. Children demonstrate that they feel settled as they affectionately call the childminder 'aunty' and enjoy talking to the her about their friends who are also cared for by the childminder. Their independence is promoted as they happily make choices about their play and create their own games and ideas. An example of this is where one child decides to use the pretend food and cooking utensils to make the childminder some lunch. The child then, using his imagination, pretends to sit and read the paper as he sits in a toy box holding a small basket as his paper.

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and outcomes for children

Children are confident and secure in their environment and therefore, actively involved in their learning. They are developing their skills through every day opportunities, such as when the childminder plays a game with them whilst out walking. The children try to find everything that's one specific colour or shape. They talk about the different things they see, for example, when they find red things they talk about the red doors, the red post boxes, the fire engines and the large buses they see on their journeys. This promotes their development in all areas of their learning. Their physical development is promoted through, for example, regular music and movement sessions in the home and opportunities to go the local park where they practise their skipping and jumping or use the static equipment that is available.

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and outcomes for children

Children have regular and independent opportunities to access books as these are clearly displayed in a unit which is at their height. They enjoy listening to stories read by the childminder or, for example, they share a book together. Resources are age and stage appropriate for children attending and they are encouraged to make independent choices about their play because they can access resources which are generally stored at their height. Children have an appropriate awareness of personal hygiene through established daily routines and conversations about cleaning their hands to remove the germs. Children learn about healthy eating as the childminder offers freshly prepared and nutritionally balanced snacks, promoting healthy lifestyles. 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 3 The extent to which children make a positive contribution 2 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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