Aurora Summerfields School

Inspection report for early years provision

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Unique reference number 149594 Inspection date 11/10/2010 Inspector Lynne Talbot

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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 was registered in 1999. She lives with her husband and two children aged 12 and 14 years in a village close to Hitchin, Hertfordshire. The whole of the ground floor of the home is used for childminding. There is a fully enclosed garden for outside play. The childminder has a hamster and fish in a tank. Access to the childminder's home is via a single step.

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Description of the childminding

The childminder is able to provide care on each weekday during term-time and school holidays. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of five children under eight years at any one time, no more than three of which may be in the early years age range. There are currently four children attending part-time hours, two of whom are within the early years age range.

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Description of the childminding

The childminder takes children to and collects from other settings, such as, the early years unit of the local primary school and the local pre-school. The childminder is able to provide care for children with special educational needs and/or disabilities and those for whom English is an additional language.

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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

Children's individuality is respected by the childminder because she develops a thorough knowledge of each child's care needs and development. She forms a positive relationship with parents and carers adapting to changing needs during entry into other settings or when altering care hours. Attention to these areas of care ensures that children's needs are met and that activities planned promote good progress overall in their learning. Partnerships with other settings providing care within the Early Years Foundation Stage are in the early stages. The childminder takes positive steps to promote children's welfare through established routines for health, minimising risks and good safeguarding awareness. The childminder has a positive attitude towards continued development but this is yet to be fully developed to enable reflection which directs the care to continue to promote good outcomes for children.

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further?

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

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further?

 plan and provide experiences which are appropriate to each child's stage of development as they progress towards the early learning goals. This refers to using the planned next steps to fully inform the planning and involving This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 parents fully in the planned learning programme  gain further understanding of reflective practice in order to confidently identify aspects of the childminding service that are done well,and those aspects that might be improved, so as to continue to promote good outcomes for children.

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the early years provision

Children's welfare is very well promoted because the childminder has a good understanding of the Early Years Foundation Stage. She has a firm understanding of her roles relating to safeguarding, introducing several clear policies and displaying information for parents to ensure that they understand her role in protecting children. A policy for the use of the internet supports general safeguarding. The childminder ensures that all persons required undertake the appropriate checks to safeguard children. Risk assessments for both the home and outings are comprehensive. Prior visits to new venues, together with an evacuation box, are examples of additional precautions taken by the childminder. Policies are sufficiently detailed to address risks in the home including, for example, skipping rope and swimming pool policies. Children take part in regular activities designed to increase their awareness of personal safety, such as, emergency evacuation and

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the early years provision

road safety procedures. Younger children show that they understand safety in the home as they point out the closed safety gates and wait for the childminder to fasten their harness in their booster seats. Procedures for illness and medical assistance are well-planned.

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the early years provision

The childminder offers an inclusive service for all children in her care and ensures that she understands each child's background, culture, beliefs and individual needs in order to tackle unfair discrimination. She is aware of each child's individual learning style and needs and uses this in her planning to ensure that each child achieves. For example, she understands that attendance at new groups may result in children needing a more relaxed environment to recover their energy. Planned activities are adapted to meet every child's needs. For instance, craft activities for younger children are more adult-supported whilst older children direct themselves and may laminate completed works. Activities are planned to broaden children's awareness of diversity and to explore the world and community in which they live. Local community resources and groups are attended helping children to socialise with others. They observe the weather, seasons, buildings and local farming within

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the early years provision

their village and carry out activities, such as, cooking to look at foods from around the world. The childminder helps children to understand world events within discussion, for example, talking about the current events involving miners in Chile. The childminder has limited experience of care for children with special educational needs and/or disabilities but is fully aware of the close work involved with both parents and other professionals. She is beginning to form working partnerships with other settings providing the Early Years Foundation Stage and is implementing methods to support children and to work cohesively.

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the early years provision

The relationship with parents is good enabling them to review children's learning journals. However, whilst a system to provide 'parent voice' has been introduced This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and added to the learning journals, this is not yet used regularly to enable them to feed into the planned learning for their children. Periodical questionnaires and daily diaries provide additional opportunities for feedback and development. Parents comment that the childminder provides a 'very loving and caring environment' and that they have 'no concerns'. The childminder demonstrates enthusiasm for her work and is motivated to continue making changes that improve outcomes for children. Examples of these are, the learning journals and planning, the labelled boxes for free choice from resources and the training courses attended. Self- evaluation processes have been started but do not yet fully address reflective

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the early years provision

practice in order to confidently identify aspects of the childminding service that are done well and those aspects that might be improved, so as to continue to promote good outcomes for children. Children achieve and make good progress in their learning overall because resources are well-used offering children variety and stimulation across a broad spectrum. The home environment is conducive to learning with children able to self-initiate learning, accessing materials and making considered choices regarding activities.

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and outcomes for children

Children are confident and enjoy their time spent with the childminder. They make good progress in their development because the childminder is skilled in supporting their learning through play and spontaneous learning based on their emerging interests. Emphasis is given to establishing their personal, social and emotional development to give them a confident base from which to develop. This is shown as young children respond positively to the childminder, eager to help from a young age, influence the direction and duration of the activities moving freely between them. Children use the displayed 'feelings' pictures each day as they arrive, choosing their name cards and placing it on the face depicting how they feel. This allows them to discuss their moods, understanding that they have a right to feel either happy, sad, tired or cross and being valued as individuals and respecting that right in others also. The childminder maintains good personal

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and outcomes for children

journals showing how learning is observed and assessed to identify next steps for each child. Progression is shown and tracked. The journals provide supportive evidence of how children are progressing but there is no system to show how the next steps, as identified, are fed into the planning or achieved.

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and outcomes for children

Children are actively involved in their learning. Younger children make choices, such as, construction blocks when they build and begin to count, copying the childminder, listening intently as she introduces new words and beginning to understand number, height and following instruction. Later they move to stories where they are keen to explore books, showing pleasure as they are read to, repeating words and phrases and using facial expression to respond to stories and events. The childminder is skilled in extending the play and activities to bring children's attention to new learning and linking it to things they can relate to. For example, kittens are linked to those in the child's own home, parts of the body pointed out and named on both the child and in the book, teddy bears linked to those played with at home. Children are encouraged to maintain their attention This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

span and are intrigued as the childminder reads with them.

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and outcomes for children

Children enjoy art and craft works exploring shape and texture with glues, sticky shapes and making items linked to story books, such as, butterflies. Model making is enjoyed and links to topics at the local playgroup where children are exploring buildings. The childminder extends this play by helping children to take notice of buildings within the village, reading books showing types of buildings and constructing them themselves. Children explore creativity through music and dance which is planned into the curriculum. They take part in role play using play houses and figures, chattering to themselves and others as they manipulate the figures into and out of houses, naming them as familiar people, such as, 'mummy' and making sense of what they see around them. Children make selections freely from labelled boxes (both text and picture), thereby, self-initiating learning and increasing independence. Children enjoy some inventive activities, such as, making

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and outcomes for children

balloon people which help young children to consider facial features and practise dexterity.

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and outcomes for children

Children collect paper, tin and plastic to place in the recycling containers within the village learning about care for the environment and sustainability. Younger children help to clear away after activities clearly developing a sense of responsibility for the resources and surroundings. Children explore healthy lifestyles and follow familiar hygiene routines to establish good health awareness. They have opportunities to link the growth of foods with nutrition, for example, at the childminder group where they dig and explore growth as well as when making 'potato heads' to grow grass and simple seeds. They enjoy some simple cooking where, for example, they make sandwiches and pizzas understanding the choices of foods. Children are clearly establishing skills and knowledge for the future to assist in their learning and development as well as an interest in society around them. 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 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 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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