Cedar Special School

Inspection report for early years provision

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Unique reference number 106821 Inspection date 11/02/2011 Inspector ISP Inspection

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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 1979. She lives with her husband and two adult relatives in Whitchurch Bristol. The whole of the property is used for childminding except one bedroom and the loft conversion. There is a fully enclosed garden for outdoor play. The family does not have any pets.

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Description of the childminding

The childminder is registered to care for six children under the age of eight years (Early Years Register, compulsory part of the Childcare Register) She is also registered to care for older children on the voluntary Childcare Register and provides out of school care. The childminder works with two assistants and she support children with disabilities and additional needs. She also cares for children on the Bristol Supported Daycare scheme.

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Description of the childminding

There are currently 12 children on roll. Of these, seven are in the early years age group. Most children attend on a part-time basis. The childminder walks to local schools to take and collect children. On occasion, she attends preschool groups. The childminder has Level 3 qualifications in Early Years Foundation Stage Practice, and Childminding Practice. She is working towards achieving The Bristol Standard for Early Years Daycare.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children are making excellent progress in all areas of learning as they are taken on an exciting journey of wonder and discovery during activities provided by the childminder. She has a comprehensive knowledge of the Early Years Foundation Stage and is highly knowledgeable about each child's needs and their individual stage of development. This means children's potential to develop to the next stage of learning is identified systematically and appropriately, challenging play opportunities are provided each day. Children are kept safe by thorough risk assessment procedures in the home and also during trips and outings. The childminder works in close collaboration with a variety of agencies including some who provide services for children with disabilities. Close and support partnerships are established with parents so children have continuity of care. The childminder has evaluated her practice accurately using the evaluation document provided by

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The overall effectiveness of the early years provision

the regulator. Also, the dimensions of the Bristol Standards. As a result, the outdoor play area is being redesigned so children can make fuller and safer use of the space.

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further?

To further improve the high quality early years provision the registered person should consider: This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  enhance the risk assessment and include current changes to the premises such as the redesigning the garden and children's access to the area via the steps.

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the early years provision

Rigorous procedures are in place to safeguard children and to reduce the risk of child abuse. All adults in the childminder home have completed Criminal Record checks and are safe to be in close proximity to children. The childminder has developed a written safeguarding children policy. This is shared with parents so they are aware of her responsibilities and how she will act to protect children if she is concerned abuse may have taken place. The childminder maintains an up to date knowledge on the issues. She has updated her safeguarding training and completed Common Assessment Framework training. This offers the childminder a clear understanding of how to effectively work together with other care professions and the protocols for sharing information and concerns about children. Older children are being supported to develop some understanding of the rights of the child to be heard and not to be abused by adults.

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the early years provision

The childminder is extremely enthusiastic and passionate about developing and maintaining high standards of care and learning all children are entitled to have. Since the last inspection she has taken full advantage of training opportunities provided by the local authorities and has also attended conferences moderated by early years academics. For example, she has completed a Level 3 qualification in Early Years Foundation Stage practice and has recently updated her Makaton signing skills with plan to commence Level 2 training in the near future. Attendance to a course held at a university setting considerably enhanced the childminder's understanding of how children learn and develop and also, the methods for providing an inclusive setting. The childminder is proficient in a range of personal care skills. When children with disabilities are being cared for she ensure she has appropriate training so she can meet dietary needs for those

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the early years provision

A wide range of interesting and stimulating resources are provides to support children's play and exploration. Indoors toys are stored in accessible child height units with pictures and writing showing the contents of each draw. Children freely select what they want to play with and use the material creatively for role play. The childminder provides many opportunities for children to play with and learn from natural material. An excellent collection of wood, tree bark and moss is accessible for children to explore, colour, texture, patterns and smell of natural objects found during nature walks. Children's curiosity is heightened by other natural things such as a crab and razor clam which the childminder placed outdoor in a water container. Other spontaneous creation of resources include, the childminder supporting children to create a wormery so they could observe the movements of the creature through the soil.

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the early years provision

Parents are welcomed in the childminder home as they drop off and collect their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children. She gives regular feedback and completes learning journals so parents know about the progress their children make. The childminder also provides very detailed records of younger children dietary and fluid intake. Her supportive and caring attitude means she is able to support parents even with care issues which do not directly relate to childminding. Parents are asked to comment on the care she provides and parents questionnaires are completed regularly.

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the early years provision

The childminder provides a valuable means for professionals already involved with individual families to monitor children's progress. For example, when children have care in other settings which provide the Early Years Foundation Stage care, she contacts and continues to liaise with nursery and reception class teacher, sharing ideas and supporting childrens learning by using similar methods known to the children. She also maintains an up to date understanding of how well children do in other settings and when required to give feedback to meetings or conferences she is able to provide information and ensure children have a "seamless service" from those involved in their care.

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and outcomes for children

Children feel happy and safe in the childminder's home where she provides a stable and nurturing environment for them to make progress in all areas of development. Children are comfortable and full of confidence as they select the equipment they want to play with and talk about what they are doing. Role play provides opportunities for children to share their understanding their world and to practice their increasing vocabulary and language skills. The childminder supports children by engaging with them and extending their conversation. The childminder also has a card and picture system which over time, increasing children vocabulary, enabling them to recognise and name different objects, animals and people who help us such as nurses and doctors. This means that when out in the community children are able to use their words to communicate and describe more clearly the experiences they have.

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and outcomes for children

Younger children are progressing very well and benefit from learning alongside older siblings and peers. Preschool children instinctively know they need to protect those younger than themselves and they make sure their play does not have any negative impact under two's by keeping smaller toys out of their reach. The childminder has organised the learning environment so all children have space to move around between several activity areas to develop their play. For example, there is ample floor space and child size table and chairs means children are physically supported as they do craft work and mark making. Babies are able to be mobile in a safe environment and they practice pulling themselves into a standing position to share with older children. Babies also show excellent hand to eye coordination when playing with toys which require direct contact and positioning and from a very early age they are learning to meet their physical needs by

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and outcomes for children

drinking from their individual water bottles when thirsty.

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and outcomes for children

The childminder is very skilful in developing activities that meet children's learning This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 needs and awaken their wonder, curiosity and awareness of the fascinating natural world around them. Children go on trips and walks to places of interest and natural beauty. They are able to observe changes the seasons bring and also some exception to the rules, For example, they collect colourful autumn leaves and other natural material which falls from tree. However, the childminder also introduces new learning by identifying other tree and plants which are evergreens. The childminder ensures children are able to recall and discuss what they see and learn by taking excellent, sometime sequence photos, over time so children learn about change and how nature renews the natural environment. Children are beginning to value and reuse some materials. For example, waste food is placed into a bucket

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and outcomes for children

and then placed in the compost bin. Children learn about how worms help to break down the waste food and when the compost is ready they use it during gardening to nourish the soil when they grow various plants and vegetables.

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and outcomes for children

Children have routines which ensure they develop the awareness to maintain good personal hygiene. They wash their hands after messy play and also after using the toilet. The childminder engages in talk about germs and how they spread thorough coughing. Children also know they must not share food or water bottles. Children's healthy physical developement is promoted by the childminder in many ways including frequent outdoor learning in the fresh aid and play in the childminder's garden. All areas of the home are safe. However, the garden is not suitable for active play at present as there is a moderate risk to children from a mound of soil to be dispersed as part of the redesigning of the area. This means that children have active outdoor play away from the childminder's home at the present.

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and outcomes for children

All children are valued and treated as individual regardless of their culture or family background. The childminder is aware of some factors which prevent some children from achieving in some areas of learning such as communication language and literacy. Boys are engaged in mark making when outdoors and the childminder encourage then - though objects of interest - to develop their vocabulary and increase the descriptive words they use during conversation

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and outcomes for children

Children behave extremely well. They are purposefully occupied and work together well showing empathy and understanding for others. They sense the childminder's enthusiasm for what they do and lots of smiles and happy conversations are observed during childminding. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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