Marsh Hill Nursery School

Inspection report for early years provision

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Unique reference number 103126 Inspection date 02/03/2011 Inspector Sarah Wignall

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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 2000. She lives with her husband and one child in the town of St Austell in Cornwall. Children use most areas of the childminder's home. Bathroom facilities are located on the first floor. A garden is used for outdoor play activities. The family has two cats, a rabbit and guinea pig that live outdoors. The setting is open each weekday from 8.00am until 6.00pm all year round. A maximum of six children aged from birth to under eight years may attend the setting at any one time, of these, not more than three may be in the early years age group.

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Description of the childminding

There are currently four children attending who are within the Early Years Foundation Stage. Most live locally and some also attend other early years settings. The childminder also offers care to children aged over five years to 11 years. The provision is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is a member of the Cornwall Childminding Association and the National Childminding Association.

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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 meets children's individual needs well. She provides a good range of activities that children enjoy and which helps them make progress in their learning and development. Health and safety are given high priority. Partnerships with parents are well established. Self-evaluation is used effectively to focus attention on areas for development such as further developing partnerships and observation and assessment systems, demonstrating the childminder's committment to continual improvement.

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further?

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

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further?

 develop further observation and assessment systems in order to identify learning priorities for each child  develop further methods of working in partnership with other settings to support children's development and progress.

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the early years provision

The childminder places a high emphasis on children's safety. She ensures the home and garden are safe and suitable on a daily basis and carries out regular risk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 assessments. She demonstrates a sound understanding of safeguarding and has policies in place to support her practice. All adults in the home have undergone suitability checks and she ensures children are well supervised when unchecked adults are present. She uses a visitor's book to record people attending her setting. Children are very well supervised by the childminder as they play. Regular fire drills keep them informed of how to react in the event of a fire and they are encouraged to remember the routine by drawing pictures or writing it down. The childminder carries out risk assessments for routine outings helping to safeguard children when they are out and about.

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the early years provision

The home is well organised with children having access to designated areas of play space. Most play takes place in the conservatory and dining room where children have easy access to a good range of age appropriate toys and resources. Resources are available in low level storage boxes making it easy for children to self-select. The childminder rotates her resources to provide variety and also makes regular use of the local toy library to supplement her own toys and resources. The childminder focuses each day on meeting children's individual needs and provides a balanced range of indoor and outdoor activities. Good use is made of local community groups for regular singing and music sessions as well as social opportunities to meet and play with other children.

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the early years provision

Partnerships with parents are well established. They exchange information each day through verbal chats and daily diaries helping to keep both parties informed of relevant information and children's changing needs and interests. The childminder asks children to complete 'All about me' sheets so that she has a good understanding of their likes and dislikes and younger children are regularly asked what they like to do helping inform her practice and planning of activities. While the childminder has established positive relationships with other providers of the Early Years Foundation Stage she is keen to develop these links so that children can be better supported in the setting. The childminder is committed to developing her practice and is a member of both the local childminding support group and the National Childminding Association. Regular meetings with other local childminders and access to relevant publications help keep her informed of changes to

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the early years provision

requirements and good practice ideas. She has addressed the recommendations given at her last inspection and uses self-evaluation to reflect on her overall practice and identify areas for ongoing development. She demonstrates a good capacity to improve.

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and outcomes for children

Children are very happy and settled with the childminder. They respond very well to her warm and caring approach. They have formed positive relationships both with the childminder and other children attending the setting. They learn to play both independently and together for instance when they use binoculars to look at each other or take turns to put rings on a stand. They show a strong sense of belonging as they independently move between play rooms, self-select resources or ask for things they want. They develop good skills for the future as they learn to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 share and wait their turn. The childminder is positive and responsive to their needs continually praising and encouraging them in all they do helping to raise self- esteem and create a positive attitude to learning.

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and outcomes for children

Children learn about shape and size as they select items to represent wheels when drawing pictures of a bus. The childminder extends their knowledge as she talks about circles and triangles and asks them to select two wheels. Children learn about colour as they talk about the red bus or the blue circle. They show good physical skills as they use glue sticks to join items or scissors to cut around shapes. Young children demonstrate good spatial awareness as they wheel buggies around the home skillfully negotiating obstacles in their way.

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and outcomes for children

The childminder provides a balanced range of activities based on children's interests. Table top activities are offered throughout the morning and children can choose to do cutting and sticking or draw their own pictures. Toys are freely available for them to choose and they enjoy small world play and the use of electronic games that create sound. Children develop good language skills as they chat with the childminder and each other as they play or sit together to eat. They have easy access to a suitable range of books each day. Regular attendance at singing and music sessions helps them develop confidence. The childminder has begun to undertake observations and assessments of children to help guide her planning and delivery of a suitable and enjoyable learning experience for each child. She uses photographs to support her observations and to share with parents. She is keen to further develop these systems so that clear learning

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and outcomes for children

priorities can be identified for each child.

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and outcomes for children

Children's physical needs are well met. They learn about health and hygiene through the daily routines for instance by washing hands regularly. They are provided with a varied and healthy range of foods which includes a hot cooked meal in the evenings if required. The childminder keeps her first aid certificate up to date and keeps suitable records if children have an accident or become ill while at the setting. Good use is made of the garden in fine weather and regular walks to school and visits to the local parks provide them with fresh air and exercise. Children learn about safety as they play and move about the home. Simple house rules are in place which reminds them to play safely and to care for others. The childminder acts as a positive role model with her gentle and caring approach. 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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