Sholden Church of England Primary School

Inspection report for early years provision

p.1

Unique reference number 147057 Inspection date 01/10/2010 Inspector Anahita Aderianwalla

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder registered in 1995. She lives with her adult daughter in a two bedroom bungalow, in High Barnet in the London Borough of Barnet. The home is situated in a largely residential area. The areas of the home used for childminding purposes are the lounge, kitchen, two bedrooms, bathroom and rear garden. The childminder is registered to care for a maximum of six children; of whom, three may be in the early years age range. Currently, there are five children on roll who attend on different days and times of the week. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

p.4

The overall effectiveness of the early years provision

The childminder provides an extremely warm and caring environment for children. Children make excellent progress in their learning and development through the childminder's in-depth knowledge and understanding of them. The childminder promotes all aspects of children's learning and welfare and recognises and values their uniqueness. The wonderfully resourced and stimulating environment is very effective in promoting good outcomes for children. Partnerships with parents and other early year providers contribute to the highly effective management, which is a clear strength of the setting. The childminder constantly evaluates all areas of the provision to ensure high standards. Consequently, the scope for continuous improvement is excellent.

p.4

further?

To further improve the high quality early years provision the registered person should consider:

p.4

further?

 continue taking part in relevant training to promote professional development

p.4

the early years provision

The childminder is highly professional. A high priority is given to safeguarding. The childminder's clear understanding of child protection issues helps to protect children from unsuitable people and dangerous situations. Children's welfare is safeguarded extremely well, as the childminder and other household members have had suitable checks completed. Documentation is impeccable. It is very well organised, readily available, stored securely to protect confidentiality and amended as soon as changes occur to keep information up to date. All essential records are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 in place and there are written policies to meet all the legal requirements. These are robust, detailed, regularly reviewed and consistently implemented by the childminder and shared with parents. Rigorous and detailed risk assessments are undertaken on the premises and for all

p.4

the early years provision

visits and outings. In addition, the childminder regularly evaluates her risk assessments to ensure that safety measures are constantly reviewed and improved. The children's knowledge about personal safety is encouraged, with gentle reminders from the childminder; for example, to pick up toys so they do not trip, road safety activities and regular fire drill practice. This positively contributes to children developing an awareness of danger and how to keep themselves safe. The high level of organisation ensures that the service offered by the childminder runs efficiently and contributes to the children's ongoing safety and well-being. Children's play opportunities are maximised through the highly effective organisation of space, time and abundance of resources; for example, all children can freely access any extra equipment or toys they wish to play with, indoors or out, without interrupting their play.

p.5

the early years provision

The childminder's ongoing commitment to training has a significantly positive impact on the exceptional quality of care provided. She is enthusiastic and passionate about driving forward with improvements to ensure better outcomes for children. The childminder has completed a self-evaluation form, which has helped her to focus on the service she offers. She complements this by engaging parents and children in evaluating the care and education provided, which has resulted in a safer environment. The childminder demonstrates a dedication to ensuring that the care and learning she provides for the children is of exceptionally good quality. The focus is on promoting children's welfare and helping all children to make good progress. She keeps daily records of children's progress and makes detailed activity plans, to ensure that all areas of learning are provided in stimulating and varied ways. As a result, children's interest is captivated and they are quickly learning how to be

p.5

the early years provision

healthy, safe, positive and considerate people with a desire to participate and achieve. Partnership with parents is excellent. Parents are given very good quality written information when their children start, which clearly explains the childminder's role and responsibilities. Thereafter, they are kept extremely well informed of their children's progress and experiences through: daily discussion; children's learning journeys with photographs of children's achievements; daily diaries; and general information displayed on the notice board. The childminder also works extremely closely and effectively with other professionals, providing a cohesive and effective approach; this ensures detailed information is shared and children's individual needs are identified and met with utmost success.

p.5

and outcomes for children

The childminder has attended training on the Early Years Foundation Stage. She demonstrates an in-depth knowledge of how children learn and a commitment to implementing the Early Years Foundation stage extremely well. Her comprehensive knowledge of individual children fosters a firm feeling of trust and security. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder's highly perceptive observations and assessments of the children enable her to plan a rich and exciting curriculum that takes into account children's individual starting points, abilities and interests. Children's progress is tracked in their individual record books and planning is based on a monthly topic, usually chosen by the children. It covers all areas of learning and ensures that the activities are a good mix of indoor, outdoor and child-initiated play. This enables children to make excellent progress towards the early learning goals.

p.5

and outcomes for children

The children have excellent opportunities to develop their communication, language and literacy skills. The childminder builds on their fascination with writing by providing them with meaningful opportunities to practise their mark making skills; for example, they sit at a low table and draw with a range of different-sized pens and pencils and stick and glue leaves they have collected from the park. Children's physical and problem solving skills are very well supported as they engage in a variety of activities. Children develop mathematical skills as they count wooden stacking blocks, and learn shapes and size as they stack them on the correct wooden prongs. Children select from a wide range of enriching activities such as small world play, role play, mark making and playing with everyday interesting resources; for example, children collect leaves to glue and stick on a collage and use large pieces of paper to make foot and hand prints, which they display on the walls. Children

p.6

and outcomes for children

learn about concepts such as different levels, angles and speed; for example, as they play with different-sized balls or make paper boats while playing with water using drain pipes and channels to learn how to divert the water. Learning skills for the future is further enhanced by children having free access to electronic toys and other interactive resources. Access to information and communication technology such as large calculators, mobile phones and a washing machine, enables the children to develop future skills. Regular outings familiarise the children with the local community and help them to develop important social skills. They consolidate existing friendships and make new ones when they visit, farms, the library and local shops. Regular outings to the park are popular and keep children alert and refreshed. Energetic activities like playing on large apparatus in the garden promote the children's physical

p.6

and outcomes for children

development, as do the appetizing meals and snacks that they eat. Children are active or restful through choice and sleep in-line with their individual needs and parent's wishes. Sensible arrangements with parents are made when children are sick, ensuring children's safety and welfare. Children develop communication skills as they listen to a music tape and sing along to their favourite songs, accompanied by an assortment of musical instruments. Children love to read and are enthralled as they look through very good quality books, at the childminder's house and the local library. The childminder places an emphasis on self-esteem and has books for all occasions or significant events in children's lives, helping them to cope with difficult situations and giving them a safe place to express themselves. She teaches children to participate, adopt safe and hygienic routines, develop self confidence and have consideration for others. Children understand how to keep themselves

p.6

and outcomes for children

safe from harm by participating in regular fire evacuation practice, playing games, colouring pictures and listening to the childminder talk about how to stay safe while in the setting and on outings. The children behave well. They learn compassion and consideration through the sensitive guidance they receive from the childminder. Children learn about the wider world, diversity and cultures other than their own. They celebrate festivals from around the world and see positive This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 images of diversity in the wealth of readily available resources and toys they interact with every day. These influences teach the children to respect and value other people and other ways of life. Relationships are excellent and, as a result, children are happy and secure. They receive exceptional support from the childminder, who is an excellent role model with an exemplary childminding

p.6

and outcomes for children

practice. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 The effectiveness of the setting’s engagement with parents and carers

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 1

p.8

Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

p.8

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

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.9