Therese Lord Independent School

Inspection report for early years provision

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136165 Unique Reference Number 29 November 2005 Inspection date Yvonne Campbell Inspector

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Integrated Type of inspection Childminding Type of care

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The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.

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ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

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The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough

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The key inspection judgements and what they mean

For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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WHAT SORT OF SETTING IS IT?

The childminder was registered in 1994. She lives with her husband and four teenage and adult children close to Blackhorse Junior School, in Mangotsfield, Bristol. The whole of the ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play.

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WHAT SORT OF SETTING IS IT?

The childminder is registered to care for a maximum of 6 children at any one time and is currently minding 15 children. This includes part-time and out of school placements. The childminder travels to the local school to take and collect children. The family does not have any pets.

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WHAT SORT OF SETTING IS IT?

The childminder is a member of an approved childminding network and is currently in receipt of funding for nursery education for 3 and 4 year old children.

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WHAT SORT OF SETTING IS IT?

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.

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Helping children to be healthy

The provision is good. Children enjoy a varied range of physical activities which promote the development of strong healthy bodies. They enjoy outside play in the fully enclosed garden. The space is well equipped with playing equipment, such as swings, climbing frames and mobile toys, which enables children to develop large muscle strength and improve the coordination of their limbs.

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Helping children to be healthy

Younger children are progressing well with their physical development as the childminder uses the Birth to three matters framework. She helps toddlers to gain confidence in using more challenging equipment, such as slides. She stays close by to support them and offers praise and encouragement for effort and achievement. Children have outdoor learning opportunities through adult-led gardening activities. They enjoy filling pots with potting substances and they plant and nurture seeds so that they grow into plants.

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Helping children to be healthy

Children's good health is actively promoted as the childminder has established hygiene practices. All areas used by children are regularly cleaned. For example, the kitchen surfaces and tables are wiped with anti bacterial solution to prevent the growth of bacteria. Children are developing their understanding of the existence of germs. They wash their hands before meals and after touching animals or using the toilet. The childminder takes active steps to improve children's understanding of the importance of washing their hands properly. She uses special equipment which shows children how clean their hands are after washing. Older children are encouraged to take responsibility for their own personal hygiene and they have visual reminders through well- illustrated posters in the hand-washing area.

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Helping children to be healthy

Children's dietary needs are met well through the childminder's good understanding of health eating. She includes the required amount of fruit and vegetables in children's daily diets. Meal times are happy social occasions. The children have choices and get involved in the preparation of basic meals, such as sandwiches. Children show a keen interest in food and talk about what they like to eat. The childminder increases the variety of food available to children by gradually including small amounts of different food for them to try. Special dietary needs are met through the childminder's clear understanding of the individuals needs and by regular discussions with parents.

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Protecting children from harm or neglect and helping them stay safe

The provision is good. The childminder provides a warm and welcoming environment where children are relaxed and safe. There is a strong child-focus on the ground floor which has been specially organised to meet children's play and learning needs. On arrival, children feel a sense of belonging as they have their own accessible coat pegs and places for outdoor shoes. The entrance area is made more appealing by attractive displays of educational and information posters, for both children and parents. The home is spacious and children choose where they want to play, moving freely between the comfortable lounge area and the purpose built playroom. Children remain safe indoors as the childminder has put several features in place to ensure that they are not at risk.

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Protecting children from harm or neglect and helping them stay safe

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. For example, children are excluded from the stairs and they do not go into the kitchen unless they are supervised by an adult.

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Protecting children from harm or neglect and helping them stay safe

A wide range of toys and play materials are provided to meet the developmental needs of children of all ages. This includes sensory stimuli for babies, such as treasure baskets and challenging items for pre-school children who have nursery education. Toys are interesting, suitable for their purpose and are safe to be used by children as they are regularly checked by the childminder.

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Protecting children from harm or neglect and helping them stay safe

Children's well being is safe guarded and protected through the childminder's sound understanding of child protection issues. They are never left in the care of unauthorised adults. The childminder knows some signs and symptoms of abuse and she is familiar with the Area Child Protection Committee procedures for making a referral for assessment.

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Helping children achieve well and enjoy what they do

The provision is good. Children enjoy being at the childminder's home. They are confident in their surroundings as they have established close bonds with the childminder and her family. They take an interest in the children by greeting them by name and verbally interacting with them. Children are encouraged to develop their independence under support and guidance of a caring adult. They are secure and are free to try new challenges as the childminder offers ongoing support and reassurance. As well as home based care, children have opportunities to regularly socialise with their peers at toddler groups. They learn how to share and consider the feelings of others.

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Helping children achieve well and enjoy what they do

Children are highly motivated and interested in learning. They concentrate for reasonable periods of time, exploring the various ways of using the available toys. They also show curiosity by asking relevant questions, such as "what would happen" if light was shut out of a long open ended tube.

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Helping children achieve well and enjoy what they do

Children have a strong sense of self and of being part of a unique family group. The childminder helps them talk about their families with the use of individual photo boxes containing photographs of their closest relatives. Children enjoy looking at the photos and they enjoy sharing memories of their loved ones.

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Helping children achieve well and enjoy what they do

Children show interest in the written word and know that they have meaning. The childminder displays simple words or individual letters, together with colourful and stimulating visual images, to help children to associate written words with the information in the pictures. For example, the written information on safety in the entrance area is supported by well-illustrated posters. Children's interest in books is promoted by daily story times. They sit in comfortable chairs close to childminder so they can see the pictures. Children also enjoy looking through factual books on the subject of interest, such as aeroplanes

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Helping children achieve well and enjoy what they do

Children's mathematical development is progressing well and they use maths in a meaningful way. They count spontaneously during daily activities. For example, counting the number of

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Helping children achieve well and enjoy what they do

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. objects placed into a container during play. The childminder extends children's understanding of size by asking the children questions, such as which object is bigger and which is smaller. Children further explore size and space when playing with large boxes. They have fun as they adjust their bodies to fit into the enclosed space. Children recognise and name shapes, such as rectangle and circle and can identify the relevance of the shape to objects and structures in the home. They are developing the understanding of simple division by dividing a whole object, like a sandwich, into halves and then into quarters.

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Helping children achieve well and enjoy what they do

Children develop an understanding of the lay-out of the community during regular visits to schools and nearby parks. They observe the changes of seasons and collect leaves for an activity on the changes which happen during autumn. They have clear understanding of the passing of time. For example, as they talk about yesterday and tomorrow during conversation with the childminder. Children are able to explore and communicate their ideas through imaginary play as the childminder provides suitable resources, such as dressing up clothes and social toys. They show creativity during imaginary play and they recall and act out previous observations and learning experiences. For example, during a child-led free play cooking activity, children choose the appropriate equipment, such as a frying pan, spoon and play food.

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Helping children achieve well and enjoy what they do

The quality of the teaching is good and children are making good progress along the stepping stones. The childminder has an overall understanding of the Foundation Stage and she provides interesting and challenging activities to promote development within the learning areas. She engages children in talk and allows them to share what they already know. Children are also given opportunities to develop their own ideas by anticipating and predicting the results of some actions. There are suitable systems in place for assessing children's development and the childminder makes observations and records their progress. There is a strong focus on choice and child-led activities. As a result, some long term plans created by the childminder are not sufficiently developed or implemented.

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Helping children make a positive contribution

The provision is good. Individual needs are met well by the childminder's thorough knowledge of each child and by ongoing discussion with parents. Children have their individual needs met as the childminder includes these instructions from parents into her daily care arrangements and routines.

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Helping children make a positive contribution

The childminder provides a meaningful range of activities and resources to promote a positive view of the wider world, enabling children to value difference. They play with dolls whose features represent other ethnic people. Children enjoy activities based around the celebration of cultural festivals, such as Chinese New year and Diwali.

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Helping children make a positive contribution

Children behave well. They are polite and respond positively to adult instruction. This enables play to progress smoothly and children to fully benefit from the learning opportunities available. The childminder is a good role model. She encourages the development of good manners by good examples to children. She is polite and treats the children with respect by saying please and thank you. Children know that some rules are made to keep them safe. For example, they know that they may fall if they stand on the safety gate. Older children are involved in creating

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Helping children make a positive contribution

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. their own boundaries and they say how they would like to be treated by others. This is expressed through some creative art work displayed in the kitchen.

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Helping children make a positive contribution

The childminder works closely with parents. She provides them with regular information about care and education from several sources. They are given daily feed-back about how children have been occupied during the day. The childminder also shares, with the relevant parents, all written assessments on children who have nursery education. The assessment forms are clearly set out with areas of learning identified. Photographs of children taken by the childminder during activities are also available parents. They are encouraged to share their observations of their children in the home environment. The childminder provides a selection of information leaflets to provide additional information on current child care issues for parents who want this.

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Helping children make a positive contribution

Children's social, moral, spiritual and cultural development is promoted during activities in all areas of learning. They are developing awareness of the spiritual and cultural aspects of life as they look at the interesting pictures on display and talk about the various ways people worship. Children are well behaved and have a clear understanding of right and wrong. They are kind to each other and relate well to the adults who have responsibility for their well-being. The childminder stimulates children's awareness of how vulnerable some creatures are and their responsibility for looking after them. A bird table, with a suitable supply of bird food is kept in the garden. Children know that without the food the birds would be hungry during the winter. They take pleasure in watching the birds as they fly to the bird table to eat.

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Organisation

The organisation is good. The childminder has the required training, qualifications and experience to care for children. As a member of the childminding network, she takes full advantage of the early training provided by the early years department of the local authority. In addition, she has recently attended several courses to improve her practice. These include, Information Sharing and Assessment, Food Hygiene and Fun with Fruit and Vegetables.

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Organisation

Children have sufficient support and attention as the required adult to children ratio is maintained at all times. The childminder keeps an up to date record of children's attendance. She is able to plan how she will meet the different needs of the various age groups of children on roll. All areas used by children are organised well to provide sufficient space for play and easy access to resources.

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Organisation

Records of childminding policies and procedures are clearly set out and easy to read. They are systematically filed and can be accessed quickly for reference, or sharing with parents, when needed. Parents are also given access to individual records on their children's progress. This includes Birth to three evaluations and Foundation Stage records for nursery education.

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Organisation

The childminder has a strong focus for the development of all children and she manages the provision of nursery education well. Activities planned offer children good learning opportunities

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Organisation

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. in the learning areas. This is evident as the children are secure in the setting and make good progress along the stepping stones to the Early Learning goals. The setting meets the needs of the range of the children for whom it provides.

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Improvements since the last inspection

Since the last inspection, the childminder has improved fire safety for children by further developing the procedures for emergency evacuation of the home. Children now have regular fire drills and know how to leave the house quickly when instructed by the childminder.

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Complaints since the last inspection

There have been no complaints made to Ofsted since the last inspection.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

On the basis of the evidence collected on this inspection:

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

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THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION

The quality and standards of the nursery education are good.

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The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s):

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The quality and standards of the nursery education

To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s): • further develop the teaching of nursery education by ensuring that activities link more closely with any long term plans created

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The quality and standards of the nursery education

set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk

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The quality and standards of the nursery education

The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.

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