Suttons Primary School

Inspection report for early years provision

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Unique reference number 102283 Inspection date 18/01/2011 Inspector Jayne Pascoe

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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 1991. She lives with her husband in a split-level home close to the main industrial estate, in Helston, Cornwall. Children use the rear, lower ground floor playroom and kitchen. The front ground floor is used to provide access to the property and bathroom facilities only. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of five children at any one time. There are currently two children attending who are within the Early Years Foundation Stage. Children live locally and one also attends the early years unit of a local primary school during term time. The childminder also offers care to children aged over five years. The provision is registered by Ofsted 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

The childminder demonstrates a good knowledge and understanding of the requirements of the Early Years Foundation Stage. She works positively and effectively in partnership with parents to successfully meet children's individual needs. Written observations and assessments are used well to maintain a progressive cycle of learning. The childminder attends regular training opportunities provided by early years agencies. She currently reviews most of her childminding practice through informal methods, in order to maintain continuous improvement. However, some written systems have yet to be updated following changes in the kitchen.

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further?

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

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further?

 review the risk assessment to include any impact of the recently acquired kitchen equipment on the existing emergency evacuation procedures  develop formal systems for monitoring and evaluating the childminding practice, in order to drive continuous improvement.

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the early years provision

The childminder follows good procedures to safeguard the children in her care. She has implemented written risk assessments which are generally used very well to maintain children's safety and security at all times. These have not yet been updated however since the very recent changes in the kitchen, which may affect This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's familiarity with existing emergency evacuation procedures. Good opportunities are available for children to develop their awareness of and manage everyday risks, such as climbing and descending the stairs and as a result, they are beginning to take responsibility for their own safety and that of others. Children are supervised appropriately at all times and are protected from unvetted persons. The childminder demonstrates confidence in her knowledge and understanding of the Local Safeguarding Children Board procedures and an ability

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the early years provision

to identify, record and report any concerns appropriately. She organises her home well to provide a safe, comfortable, inclusive and enabling indoor and outdoor environment. Children have free access to a wide selection of toys and resources, which are stored attractively on open shelving units in the designated play room. They benefit from a suitable range of books, dolls and puzzles, which promote a positive awareness and respect of people's differences.

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the early years provision

The childminder is successful in positively promoting children's welfare, learning and development. She knows children very well and ensures that their individual needs, preferences and abilities are identified, respected and met. The childminder has established very positive relationships with parents. Information is shared each day both verbally and through diaries. A suitable range of consents, contract, policies and procedures are also in place and are updated regularly. The childminder has introduced individual assessment records with which to effectively monitor and evaluate children's progress. These are shared regularly with parents in order to celebrate children's achievements and to agree appropriate 'next steps' for children's learning and development. Children also attend a local school and the childminder has considered appropriate ways in which to liaise effectively with this early years setting, in order to maintain continuity of care and on-going learning

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the early years provision

experiences. Parents are keen to express their satisfaction with the quality of provision. They are delighted with the homely, welcoming, child-centred environment that the childminder provides and describe how their children thrive in her care. The childminder demonstrates a good level of commitment to attending relevant early years training and recognises the benefits of implementing a formal system with which to monitor and evaluate her practice, in order to drive future improvement.

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and outcomes for children

Children enter the setting enthusiastically and are excited to see the childminder. They are keen for a cuddle and to show her what they have brought with them from home. The childminder listens attentively and responds positively, warmly welcoming the children into her home. Children separate easily from their parent as they eagerly make their way down to the playroom with the childminder. They have formed strong and trusting relationships with the childminder and her family. As a result, they are very happy, settled and demonstrate high levels of independence. Effective routines ensure that all children's welfare needs are met and written daily planning provides opportunities for children to make good levels of progress in their learning and development. The childminder interacts extremely well and provides high levels of support and encouragement. Children enjoy the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

active involvement of the childminder in their self-chosen play activity. Her positive interaction enhances their enjoyment and increases opportunities for learning, as she makes suggestions for extending the range of resources and subtly introduces new vocabulary. Children move freely selecting favourite toys and books. The childminder understands that children learn more confidently through familiar and enjoyable play activities and therefore plans learning opportunities around their individual abilities and interests.

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and outcomes for children

Children demonstrate good manners, as they follow the good examples set by the childminder. The childminder chats purposefully with children. They are keen to communicate and attempt to reproduce words sounded out to them by the childminder. As a result, language skills are promoted well. Children are skilful in their use of pencils to draw circles to make a snail shell picture and enjoy using chunky chalks on a large blackboard. They select favourite books and sit comfortably on the sofa to relax and enjoy them at leisure. Children competently build and construct using plastic blocks. They sort and match toys when playing with small world figures and are capable of completing puzzles with adult support. The childminder encourages the recognition of numerals and talks about positioning and sizes during daily activities. Children are encouraged to count the stairs as they descend after nappy changing. They are skilful in their use of

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and outcomes for children

programmable and interactive toys. Children are imaginative and have good opportunities to be creative and expressive through their art work, role play and model making. Their creations are prominently displayed to be valued and admired.

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and outcomes for children

Children feed the birds in the garden and have grown their own fruit and vegetables to eat. They re-use old packaging to make junk models. As a result, they are developing an awareness of sustainability. Children benefit from regular outings to local social groups and places of interest. They are beginning to recognise the positive benefits that fresh air, physical exercise and healthy eating habits have on their growth and development. Children are provided with water throughout the day and offered healthy foods at regular intervals. They are also developing a good understanding of the importance of keeping themselves clean as they routinely follow good health and hygiene procedures. Children have developed very good hand-eye coordination skills, as they successfully catch jumping plastic frogs in a small net, when playing a favourite game with the childminder. Overall, there is evidence that children are making good levels of

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and outcomes for children

progress in their learning and development. 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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