Whitmore Infant School and Nursery

Inspection report for early years provision

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Unique reference number 114816 Inspection date 29/09/2010 Inspector Kerry Iden

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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 assesses 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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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 has been registered since 1994. The childminder shares her family home with her two teenage children and is situated in a residential area of East Worthing. The childminder uses all areas of the ground floor for childminding and only access the first floor for the use of the bathroom. There is a fully enclosed garden to the rear of the property.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register to care for a maximum of six children under eight years, of whom no more than three may be in the early years age group, and of these, no more than one may be under one year at any one time. There are currently five children on roll, all of whom are in the early years age group and most children attend on a part time basis.

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Description of the childminding

The childminder walks to local schools and nearby facilities, such as play areas, parks and the beach.

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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

The childminder shows a big commitment to her childminding and the families she works for; she is professional in her approach to her work, enthusiastic about the progress children are making yet calm in her delivery to the children. Through her own evaluation the childminder is improving systems to ensure children are making good progress towards the early learning goals. Her vision for her setting and commitment to her chosen career, indicate that she has the capacity to continually improve her practice and raise standards for children.

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further?

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

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further?

 obtain and maintain certificate of qualification for pediatric first aid. (Suitable person) 29/10/2010

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further?

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

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further?

 continue to develop the new systems of observations and assessments of children in a systematic format and share these with parents This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The children within the setting are protected from harm as the childminder has the knowledge and experience of following the correct procedures with concerns she may have about their well being. The childminder keeps her knowledge up to date by regularly attending child protection training. The children's safety is monitored by the childminder as they play. This is reinforced by the frequent risk assessments she carries out on the setting and the daily checks she undertakes. Risk assessments are also conducted for trips away from the setting to ensure children's continued safety. The childminder works closely with parents to safeguard children, for example, with strict procedures around the safe collection of children from her care.

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the early years provision

The childminder offers a warm, organised and professional service; she is enthusiastic and passionate about her work although calm in her delivery to children. Although not yet completed the Ofsted self-evaluation form, the childminder is evaluating her service and identifies for herself improvements that will have an impact on the outcomes for children, for example, introducing more messy and creative play within the setting. Through discussion children and parents are invited to contribute their views to the setting. The childminder has fully embraced the Early Years Foundation Stage; she adapts ways of working as she evaluates her own systems and is keen to enhance her own professional development with a formal qualification, demonstrating that she has the capacity to drive improvement within her own setting.

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the early years provision

The childminder makes good use of the space within her home dedicating the ground floor of the family home to childminding. Resources within the setting are fit for purpose, suitable for the ages of the children attending and offer them sufficient challenge. The childminder compliments her resources with those she has designed and made herself as well as extra resources such as story sacks from the local toy library. The childminder considers the children attending prior to setting up equipment, deploying favourite resources as new children settle within the home. The childminder has a good knowledge of each child's background and individual needs. She is very good at adapting activities to allow all children to achieve, for example through home made number and picture matching cards designed for each individual child. Through planned and spontaneous play and discussion the childminder is helping the children gain a positive attitude to value

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the early years provision

Parents received detailed information through the childminder's policies and procedures when they start in the setting. Good communication systems have been established between the childminder and parents on an individual basis. The childminder has extended these links to other settings children attend who are also delivering the Early Years Foundation Stage curriculum. This link has enabled both settings to share developmental information about children to ensure a consistent and fulfilling time at both settings. Through photo albums, daily communication books and electronic communication the childminder keeps the parents informed of their child's time in the setting. The childminder is developing the communication This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 books to share children's progress towards the early learning goals as well as details about daily care arrangements. Therefore, partnerships with parents are

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and outcomes for children

Children are happy and settled within the provision. They demonstrate high levels of confidence as they make choices about their play and contribute suggestions to the childminder. They are displaying high levels of independence skills; they visit the bathroom unaided and work together as a team with tasks given to them by the childminder such as tidying up some toys and resources before starting a new game. The childminder is skilled in using children's ideas and suggestions about play to enhance their knowledge further, demonstrating a good balance of child initiated and adult led play. For example, through a child's interest in spiders the childminder arranges craft activities as children create paper plate spiders and webs out of spaghetti. This is complimented with related books and resources such as tubs of mini beasts to extend children's interest. The childminder has effectively evaluated her systems for recording observations and progress children are making

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and outcomes for children

towards the early learning goals although not yet fully established a system for the collation of these records. Children's next steps in their development are being identified and reviewed to monitor their progress. Parents receive details through the communication books about activities and experiences children have been involved in, although as yet are not fully contributing towards their child's learning.

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and outcomes for children

Children are secure and develop a sense of belonging within the setting, young children know where their belongings are and place their pictures ready to go home where they know where they are safe. They have an understanding of how to keep themselves and others safe, for example, as children talk between themselves about the need to have their chair closer to the table at lunchtime. Clear procedures are in place to reduce the spread of infection and children are learning the importance of good hygiene routines. Children make choices about their healthy snacks prepared by the childminder and compare the different items in their lunch boxes. They are developing well in their social skills especially at meal and snack times as they learn to eat at the table and manners are promoted.

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and outcomes for children

The progress children are making in their communication and numeracy skills secure their knowledge for the skills they will need for future. The childminder implements games which are fun and interesting to the children but critically challenge their thinking. For example, the individual pictures and numbers games designed by the childminder for each child. Children are a part of the local community. The childminder walks with the children to different places of interest and is a part of the local childminding group. The children become involved in additional activities away from the setting. For example, through the childminding group, children recorded their own CD with some of their favourite songs which they listened to as part of their study of spiders. Children take initiative, working well independently as well as with their peers. Their behaviour is good and the childminder values the children ensuring everyone can make a positive contribution

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to the setting. 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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Early Years Foundation Stage

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 2 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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