Coberley Church of England Primary School

Inspection report for early years provision

p.1

Unique reference number 115617 Inspection date 08/12/2010 Inspector Justine George

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 has been registered since 1999. She lives with her husband and two daughters, aged 14 and 10 years. They live in a three bedroomed semi- detached house in Sidcup. There is an enclosed garden. The main play space is the through-lounge and extension. Children have access to ground floor toilet and wash facilities. The family have a rabbit and hamster. The house is within walking distance of local bus routes, schools and amenities.

p.4

Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of four children under the age of eight years at any one time, no more than three of which may be in the early years age range. The childminder currently cares for a two-year-old, on a full-time basis and a six and eleven-year-old, outside school hours.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children are warmly welcomed into the setting and there is a good exchange of communication from parents/ carers. This ensures that the individual needs of children are well met, promoting inclusion. Children have developed positive, caring relationships with the childminder; therefore trusting relationships are developing, beyond the family home. Children enjoy exploring the good range of toys and activities and as a result, make good progress in their learning and development. The childminder is keen to drive and maintain continuous improvement by keeping her knowledge up-to-date, through attending training courses.

p.4

further?

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

p.4

further?

 ensure the risk assessment clearly states when it was carried out and the date of review, and that it identifies hazards which are relevant to the setting (Premises, environment and equipment) 31/12/2010

p.4

further?

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

p.4

further?

 develop the range of resources and experiences to support children in developing awareness of their own and other people cultures within the setting This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  consolidate the observations of children's learning and development to identify where they are at in their stage of development and to ensure children experience the different areas of learning

p.4

the early years provision

All adults in the home have had the required checks carried out to ensure their suitability. Children are protected from unvetted adults as they are supervised at all times and never left alone with others. The childminder has the required written documents in place and has good knowledge of children's individual needs. Therefore, children are cared for in line with parents' wishes and preferences. The childminder has kept her first aid training up-to-date, therefore children are suitably protected in the event of any accidents. The home is safe and secure and the required risk assessments are in place to identify and eliminate hazards. However, some hazards identified are not appropriate for the setting. Furthermore, it is not clear how often such assessments are carried out as they have not been dated, as required. The childminder has good knowledge of child protection safeguarding issues and the correct referral procedures to follow in the event of

p.5

the early years provision

any concerns. Thus, vulnerable children are suitably protected.

p.5

the early years provision

The childminder has developed professional, positive relationships with parents. Verbal communication takes place on a daily basis to ensure parents are well informed of their child's general well-being. Written journals are also used to inform parents of the progress children make in their learning and development. The childminder has devised well written policies and procedures. These are shared with parents to ensure they are aware of the childminder's responsibilities in caring for children. The childminder has good understanding of the importance of working with all those involved in the care of children should they attend other settings or if they receive support from other professionals. This promotes continuity and consistency of care for children.

p.5

the early years provision

The childminder keeps her knowledge of child care issues up-to-date through training. She has attended a safeguarding course to ensure her knowledge reflects current practice. The childminder has also attended training in Makaton enabling her to support children with any language difficulties. The childminder's good knowledge of food hygiene is up-to-date as an information pack has been requested. This provides a good reference tool to ensure children's good health. The childminder evaluates the service she provides by reflecting on how children engage with the activities provided, and identifying ways to improve the outcomes for children further. As a result, the childminder is keen to increase the range of resources and activities to develop children's awareness of the diverse society in which we live and to support them in developing a positive self-identity. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

Children health is well promoted in the setting. The environment is clean and hygienic and children are supported in learning good personal hygiene habits, for example, hand washing routines. Children have daily opportunities for fresh air and exercise, promoting active lifestyles. They use the garden, enjoy using the trampoline and range of outdoor equipment and also use local parks to develop their large motor skills. Children are well hydrated as regular drinks are given and the childminder is fully informed of any dietary needs or preferences. Children are safe and secure in the home and they show a strong sense of belonging. Children are confident in choosing what they would like to play with and enjoy interacting with the childminder to look at books, explore puzzles or just for emotional support, seeking cuddles. Children are well behaved as they are stimulated and enjoy the range of experiences offered. They learn about respectful attitudes as

p.6

and outcomes for children

the childminder provides a good role model, using her good manners for children to copy. Children help to look after the toys, helping to tidy them away when they have finished playing. As a result, children also develop awareness of personal safety, as tripping hazards are eliminated.

p.6

and outcomes for children

Diversity is well promoted in the setting as the childminder takes steps to ensure inclusion. The childminder is well informed of children's individual needs and plans opportunities to develop their awareness of the diverse community in which we live. Children are often taken to places of interest in the community where they develop social relationships and widen their experiences. For example, use of the local library for story sessions. Children have equal access to toys and make independent choices of what they would like to play with. Toys such as play people, books and puzzles reflect positive images of culture. The childminder is aware of additional languages spoken in the home and children are confident using both English and their home language, in the setting. The childminder liaises with families to develop her understanding of Asian culture. To further improve the outcomes for children, the childminder is keen to extend the range of resources

p.6

and outcomes for children

and experiences to enable children to develop a positive sense of identity, thus further developing their self-esteem and confidence.

p.6

and outcomes for children

The childminder informally plans a good range of experiences for children and they make good progress in their learning and development. The childminder seeks information from families when they first start at the setting, to identify starting points. This enables the childminder to plan activities which are pitched at the right level, offering both challenge and success. The childminder uses a journal, whereby good informative observations identify the progress children make. However, observations have not yet been consolidated. Therefore, it is unclear of where children are currently at in their stage of development and it does not ensure that all the areas of learning are experienced. Activities and play opportunities help children to develop socially as they go to local groups and learn to form relationships and negotiate how to play fairly by sharing and taking turns when using toys. The childminder provides good opportunities for children to

p.6

and outcomes for children

develop their early mark making skills. They use writing tools to make random and controlled marks, which supports children in developing their eye and hand co- This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ordination. Children enjoy experimenting with words and have good opportunities to develop their vocabulary. They enjoy looking at books and identify familiar objects on puzzles pieces. Children name animals and enjoy making and listening to animals sounds. Children also develop their vocabulary by listening to music and joining in with singing and action rhymes. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

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 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

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.8

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

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