Shadwell First School

Inspection report for early years provision

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Unique reference number 127847 Inspection date 17/01/2011 Inspector Ann Cozzi

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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 1990. She lives with her two grown up children in a house in Ware, Hertfordshire. The childminder uses the whole of the property for childminding activities. There is a fully enclosed garden for outside play. The family have a pet dog.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding two children in the early years age group. This provision is registered by Ofsted on the Early Years Register and both 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 respected as unique individuals and as a result they make good progress in their learning and development. Children are generally safe and secure in this setting and have opportunities to learn about their local area and the wider world. The childminder develops positive relationships with parents which supports their welfare and learning. Partnerships with other settings are satisfactory. Children's progress is good given their age, ability and starting points. The childminder uses self-evaluation as a continuing process for identifying strengths and weaknesses in her provision to support continuous improvement.

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further?

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

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further?

 ensure that risk assessment covers anything with which a child may come into contact  develop further the current system of assessment to ensure children's next steps across all areas of learning are clearly linked to the Practice Guidance for the Early Years Foundation stage.

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the early years provision

The childminder demonstrates a clear understanding of her responsibility with regard to safeguarding children. She knows how to make a referral should she have a concern about any child in her care. A wide range of relevant policies and procedures are in place and shared with parents. This promotes the smooth day- to-day running of the service and positive outcomes for children. The childminder ensures that her home is kept secure which means that no child is able to leave unescorted. Daily records detail children's hours of attendance which enables the childminder to safely account for children in the setting at all times. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder has undertaken written risk assessments of her home and outings which further protects children's welfare. However, current risk assessments are not fully effective as they do not include all areas accessible to children. The

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the early years provision

childminder is able to provide appropriate care to children in the event of an emergency. This is because she has an up-to-date paediatric first aid qualification in place. All records required by legislation are in place and maintained.

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the early years provision

The childminder employs a flexible approach to daily routines and planning which is responsive to the needs of children. There is a wide range of good quality resources which are organised to promote children's independence and ability to make choices and decisions about their own play and learning. The childminder uses her good knowledge and understanding about each child to effectively promote their care and education in an inclusive manner.

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the early years provision

Partnership with parents is good. The childminder employs successful verbal and written communication strategies which demonstrate the value she places on partnership working. She makes every effort to keep parents fully informed of all matters relating to their child's care and learning. Children's individual needs are discussed in depth with parents prior to placement and re-visited regularly during discussions held daily at drop off and pick up times. The childminder is happy to communicate with other providers and partners supporting children in her care should the need arise. The childminder promotes diversity helping to support children's growing awareness of others and the world around them. There is no bias in her practice in relation to gender, race or disability.

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the early years provision

Reflective practice is undertaken effectively by the childminder who monitors her own practice to identify strengths and weaknesses in order to drive continuous improvement, for example, since her last inspection the childminder has gained a Level 3 National Vocational Qualification in Children's Care, Learning and Development. The childminder strives to ensure her provision is sustainable.

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and outcomes for children

Children have fun in this welcoming environment. The childminder uses a broad range of child- and adult-led play to successfully promote children's good progress towards the six early learning goals. Systems are in place to observe, assess and plan for children's learning, although planning is not consistently based on children's next steps for learning linked to the early learning goals in the Practice Guidance for the Early Years Foundation Stage.

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and outcomes for children

Babies demonstrate they are active learners as they enthusiastically shuffle around, exploring their environment with lots of interest. They are confident to express their feelings and needs without hesitation using a variety of means, for example, they communicate by using sounds and gestures when they are tired. Babies demonstrate their enjoyment and pleasure when playing alone or alongside others. They have lots of fun exploring different textures using their senses, touching and feeling with their hands, mouth and feet. This shows that they are beginning to develop a positive attitude to learning. They look to the childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 for reassurance and comfort when needed, for example, they enjoy cuddles when they are tired. The organisation of the environment promotes opportunities for young children to practise their developing mobility to eagerly get to items of

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and outcomes for children

interest previously out of reach. This also encourages their curiosity as independent learners as they freely access low-level resources. Children have fun as they explore and investigate musical instruments. They use their imagination to make up their own musical tunes and move their bodies from side to side swaying in time to the beat.

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and outcomes for children

Children demonstrate a sense of belonging and security which is clearly shown through their warm interaction with the childminder. They learn how to keep themselves and others safe through daily routines and practice, for example, they know that it is not safe for the baby to have small items. Children begin to learn about the wider world through trips out and about in in the local community as they regularly visit places, such as parks and toddler activity groups. This provides them with the chance to become familiar with the diverse society they live in and develop an understanding of the behaviours of others through interaction.

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and outcomes for children

Children learn about the importance of personal hygiene through established hygiene routines which are part of daily practice and help to promote children s understanding of developing healthy habits. They are encouraged to develop a positive attitude towards being active with daily opportunities to be in the fresh air and expend their energy safely. As a result, children are making good progress towards adopting healthy lifestyles. 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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