Honley High School

Inspection report for early years provision

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Unique reference number 146906 Inspection date 11/11/2010 Inspector Anahita Aderianwalla

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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 1996. She lives in a terraced house in Woodford Green, the London borough of Redbridge, in Essex. She lives with her husband and one child aged 16 years. Areas of the house used for childminding include the kitchen, lounge, adjoining dining/sitting room and upstairs bedrooms. The children have access to a large garden. The childminder may care for no more than five children under eight years; of these, not more than three may be in the early years age group and of these, not more than one may be under one year at any one time. There are currently six children on roll, of whom three are in the Early years age group. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare register.

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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 are happy and settled due to effective systems that ensure their individual needs are identified and met. All aspects of children's welfare and learning are promoted successfully and overall they make good progress. The childminder assesses and evaluates her practice to develop and improve the provision for the benefit of the children. Policies and procedures are effectively implemented to ensure the provision is fully inclusive, enabling all children to participate in the wide range of experiences and activities available.

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further?

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

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further?

 develop planning systems to include learning intentions and ensure next steps are consistently completed.

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the early years provision

Children are safe in the care of the childminder. The childminder has a very good understanding of child protection procedures, and knows how to implement them effectively should the need arise. The childminder ensures she has robust procedures in place to ensure all adults in the home are appropriately vetted. All policies, procedures and documentation are in place and records are maintained very well. Regular risk assessments are carried out and all policies are reviewed regularly to ensure they reflect practice within the provision. The childminder is committed to attending ongoing training to further develop her skills and knowledge. Consequently, children are safe in the home. The childminder has strong relationships with parents and maintains good This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 communication. The open sharing of written and verbal information ensure parents

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the early years provision

are kept informed about their children's progress at all times. The childminder consults with parents, ensuring their views and suggestions are valued through daily discussions and with the use of questionnaires. This enables parents to be involved in their children's learning and development. Children benefit because the parents are able to leave them with ease and confidence, knowing they are safe, secure and well cared for in this nurturing environment. The childminder is aware of the importance of sharing information with other agencies and partnerships. For example, she shares her observations and transition records with local nursery teachers to ensure continuity of care is maintained.

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and outcomes for children

Children's learning and development is promoted effectively because the childminder responds well to their individual needs. The childminder works extremely closely with the parents prior to the children attending to identify their starting points as quickly as possible. This enables her to plan a curriculum aimed at the children's individual needs. As a result, children are able to progress at their own speed as she provides a broad range of activities and experiences. She has a secure understanding of the Early Years Foundation Stage and plans purposeful play, with a balance of adult-led and child-initiated activities. There are efficient systems for observation and assessment in place so that she can identify the next steps in children's learning. However, the next steps are not consistently recorded and a system for identifying the learning intentions in the written plans is not yet in place. The childminder has a very secure knowledge of the children in her care.

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and outcomes for children

Consequently she is able to meet the needs of individual children.

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and outcomes for children

Children arrive happily and they quickly get involved in their chosen activities with the childminder or their friends. The well-equipped and colourful learning environment ensures all children have access to a very broad range of resources and play materials that are appropriate for their age and stage of development. The resources are stored at a low level, enabling all children to access them freely, increasing their independence and decision-making skills effectively. Children are developing good communication skills. They listen extremely well and talk freely. The childminder interacts effectively with the children, asking open-ended questions and extending their vocabulary at every opportunity. The childminder has a very inviting and cosy book corner, where children love to relax and read their favourite story. She encourages children to become familiar with phonics as they recall the first letter of words, such as ‘P' for purple. Children of all ages are

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and outcomes for children

supported well in starting to understand writing for a purpose as they begin to write their names and different letters of the alphabet. Children enjoy their time in the childminder's home and they take pleasure in learning through very simple activities. During the activities, the childminder stimulates children's thinking effectively by asking a good range of questions to support their learning. For example, when they are hanging up pairs of socks, the childminder uses rich language as they talk about comparing different sized socks. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder talks about the different colours and as the children identify the correct colour; she asks them to find something else that is the same colour. The childminder supports the children's counting skills, as they hang up the socks and they confidently count up to twenty. Activities such as these support children's

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and outcomes for children

numeracy, problem solving and reasoning skills. The wide range of planned activities, both inside and outdoors, ensures that aspects of the six areas of learning are woven into children's play and experiences. Children progress well, and they enjoy their time at the childminder's home.

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and outcomes for children

Children enjoy the benefits of daily fresh air as the childminder ensures the outdoor play areas are well used, extending children's learning opportunities in different ways. For example, children learn about the changing seasons as they explore the garden and go on walks through parks, making a necklace out of collected leaves. Children's safety is promoted very well and they are able to explain about road safety and stranger danger, showing a clear understanding of how to keep themselves safe. They learn about the importance of healthy eating through discussions and activities as part of their daily routine. For example, they wash their hands before eating and after any messy play. Children behave very well because the childminder has a consistent approach to behaviour management, ensuring all children know what is expected of them. She focuses on the positive aspects of the children's behaviour and offers praise and

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and outcomes for children

encouragement. Children are developing a sound understanding of the world around them through using a wide range of appropriate resources, such as books, puzzles and role play equipment. There are also planned activities covering a range of different festivals. For example, during Chinese New year; children ate noodles with chop sticks, built Chinese houses out of large construction blocks and compared them to the houses they live in. They then read stories from around the world, to reinforce their learning of different cultures, such as ‘Clever Sticks'. As a result children are extremely receptive to the differences 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 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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