Impact Independent School

Inspection report for early years provision

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Unique reference number 141560 Inspection date 07/03/2011 Inspector Cordalee Harrison

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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

This childminder registered in 1994. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, they live in Newport Pagnell, Buckinghamshire. The whole of the ground floor of the childminder's house is used for childminding, where children have access to the kitchen diner and the living room, washing and toilet facilities are at this level. There is a fully enclosed rear garden for outside play. The childminder's home is within walking distance of schools, preschools, shops, parks and other amenities. The childminder is registered to care for a maximum of six children under eight years. Currently, there are nine children on roll. Of these, three are in the early years age group and six are in the older age group. The childminder takes and collects children to and from local schools. The family pet is a dog.

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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 making good progress in their learning and development because overall the childminder supports them very well. She gains good quality information about children's starting point, background and cultural needs, which enables her to meet each child's individual needs and promote inclusion for them. The childminder demonstrates good capacity for continuous improvement. She has addressed all recommendations from her last inspection. Additionally, she makes regular use of provisions such as the local Sure Start Centre for the benefit of the children.

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further?

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

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further?

 improve planning to enhance learning intentions, to make sure that children receive the correct balance of adult led and child-initiated activities  further develop strategies to achieve partnership working for children who receive care and learning in more than one setting .

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the early years provision

The childminder safeguards children and promotes their learning and development to high standards. She links safeguarding to all areas of her practice including child protection, the safe management of the physical environment and all matters relating to children's health, hygiene and documentation. To promote her practices in these areas she shares useful information with parents to help them to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 understand how she implements the Early Years Foundation Stage and guidance for the benefit of children. Documentation required to safeguard children's health and welfare are in place. Records such as children's record forms, medication, accident and attendance are up to date.

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the early years provision

The childminder has good knowledge of the child protection element of safeguarding. She knows the main types of abuse and the indicators that children are at risk of abuse or neglect. To protect children from harm she is clear about lines of communication to deal with concerns about children's well-being. Additionally the childminder supervises children closely and ensures that they are not alone with anyone who is not vetted.

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the early years provision

With the use of risk assessments and daily checks, she creates and maintains safe and secure environments for children indoors and outside of the home. This assures children's safety and security when they are in the childminder's care. The safe physical environment encourages children to make the best use of the space, for example, they move freely between the living room and kitchen diner to play, they are familiar in the homely environment. The childminder works closely with parents to ensure that children eat balanced and nutritious meals; she provides children with a range of healthy snacks and ensures that fresh drinking water is available for them throughout the day. The childminder's home is maintained to a good standard of hygiene, and regular practice such as to wash hands before handling food, help children to develop their awareness of safe food handling. The childminder knows the expectation for safe food handling and hygiene matters;

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the early years provision

she has registered with the Local Food Standard Agency.

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the early years provision

The childminder provides sufficient good quality resources for the children she minds, the resources are varied, age, and stage appropriate for the range of children. Although these resources are accessible to the children the manner in which they are presented makes if difficult for children to always make full and independent use of them. The childminder uses suitable methods to help children to learn to manage their behaviour; she helps children to understand the expectation to behave well. Children learn that good behaviour is an essential part of inclusion and equality, because it allows everyone to join in, feel safe to express themselves, and feel that they belong. The childminder demonstrates a positive attitude towards issues of equality. She works closely with children and parents and encourages them to share their cultural experiences with others.

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the early years provision

The childminder is driving improvement through training; she has attended several training courses, including training in respect of implementing the Early Years Foundation Stage, and assessing risks. She identifies her training needs and ensures that there is no lapse in essential training such as first aid. The childminder is making effective use of the process of self-evaluation. She uses Ofsted's self-evaluation form to help her to identify strengths as well as areas for improvement across her childcare provision. Through this process, she recognises that she needs to improve the strategies for partnership working with practitioners where children receive care and education in more than one setting. The childminder's self-evaluation accurately reflects her current practice and she is using it to inform further improvements. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder plans and delivers activities for children daily which helps them to explore all of the areas of learning through play. However, her activity plans do not identify learning intentions to be confident that children always get the correct balance of adult led and child-initiated activities to embed knowledge whilst exploring particular aspects of learning.

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and outcomes for children

The childminder knows that her presence and interaction is essential to promote children's development. Therefore, she organises her activities well and gives them her time and attention in play and conversation. To promote children's communication and language she talks and listens to them. This encourages them to respond with words, and gestures; children share their learning experiences and invite others to play. Children and the childminder explore books together, sing, and listen to nursery rhymes. Children solve problems in practical ways, such as putting puzzles together, using shape sorters and learning how to make interactive play resources work. Children are achieving and enjoying as they learn through play.

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and outcomes for children

Children develop their social skills and relationships with others in safe environments and under the childminder's supervision as they visit places of interest, such as the toddler groups and Children's Centre. Play in the garden, visits to the parks and walk in the local area provide a wealth of opportunities for children to promote their health, physical development and make connections across several areas of learning. For example, children regularly use large equipment, walk, run and explore the natural world and their locality. Whilst activities such as using malleable materials, promotes fine movements and coordination, and introduce children to using tools, such as scissors, cutters and rolling pins.

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and outcomes for children

Children show that they feel safe and secure in the childminder's care; hugs and smiles are commonplace between the children and the childminder. She affirms children's security through the regular routines with which they become familiar. Young children are developing healthy habits through practice, such as choosing fruits for snacks, and washing hands before eating. Practices such as evacuating the premises regularly, and identifying safe boundaries for behaviour indoors and outside help children to develop their awareness of personal safety. Positive behaviour strategies help children to learn right from wrong and to consider how their behaviour affects others, as well as to understand that their contributions are valuable. Children are learning good skills for the future; they behave well, promote their social and communications skills and use many modern play resources.

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and outcomes for children

To progress children's learning at a pace that is individual to them the childminder carries out regular observations, which includes the next step for them. She uses these records along with information from parents to promote children's learning towards the expectations of the early learning goals. This ensures that children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning and development is individual to them, and this fosters equality. 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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