Barton Hill Nursery and Infant School

Inspection report for early years provision

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Unique reference number 131993 Inspection date 21/03/2011 Inspector Christine Stimson

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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 registered in 1985. She lives with her husband in a residential road in New Malden, Surrey. The premises are located close to shops, parks, schools and public transport links. The whole of the childminder's home is used for childminding, with the main play areas located on the ground floor. 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 aged under eight years at any one time, of whom no more than three may be in the early years age range. She is currently caring for four children in this age range, on a part time basis. She also offers care to children aged 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.

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Description of the childminding

The childminder is able to take and collect children from local schools and nurseries. She attends several toddler groups, parks and children's venues on a regular basis.

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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 supported by an experienced childminder. She does not do any written planning or written observations for the children in her care, but demonstrates she knows the children well and is able to move them to next steps. The childminder uses information obtained from parents to build on what children already know and can do. Children are happy and confident within the childminder's secure home and she has developed friendly and professional relationships with parents and other childcare providers. The childminder has started to self-evaluate practice and includes parents opinions in this process. She is committed to continuous improvement and demonstrates this by embracing training opportunities. Children are safeguarded whilst in the childminder's care as she has a good knowledge of child protection issues and makes sure children play in safe environment both in her home and at other venues. All regulatory

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The overall effectiveness of the early years provision

documentation is in place and used effectively to safeguard children and the recommendation from the last inspection has been addressed by the childminder.

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further?

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

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further?

 formalise observations and assessments of each child's achievements, interests and learning styles and match these to the expectations of the early learning goals. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Daily checks on areas used by children are undertaken by the childminder before they arrive and a full written risk assessment of the indoor and outdoor areas of the home are conducted at least once a year. Written risk assessments are in place for all the outings the childminder takes children on, and she reviews these regularly as things change. The childminder has a good knowledge of child protection issues. She keeps the Local Safeguarding Children Board Guidelines on site for referral and has attended a safeguarding course to further improve her knowledge. Written safeguarding procedures are in place and these are shared with parents. Children learn to keep themselves safe in the childminder's care as they are taught to cross roads safely and follow the childminder's example of how to walk safely along the pavements. Fire drills are regularly conducted with the minded children to help them learn how to leave the premises quickly and safely.

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the early years provision

The childminder has a very wide range of excellent good quality, attractive resources that are accessible to children in storage boxes kept at child height. The toys are rotated frequently and the childminder considers which children are attending when selecting boxes of toys, basing the choice on children's abilities and interests.

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the early years provision

The childminder promotes inclusion through her partnership with parents. She offers parents a choice of keeping a contact book where day to day information is exchanged or relaying information verbally. This ensures continuity of care for children. Partnership with other care providers is good. The childminder liaises with the key person of pre-schools children attend and uses this information to extend children's learning. Information is gathered from all parents, at the time of placement, to ascertain each child's starting points, and this enables the childminder to build on children's existing knowledge and abilities.

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the early years provision

The childminder strives for improvement by embracing training opportunities and has started to evaluate her practice by asking parents for their opinions. The responses show parents are pleased with the care the childminder provides for their children. The childminder has met the recommendation made at the last inspection and children's attendance registers now include their names.

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and outcomes for children

Children enjoy their time in the childminder's care. Interactions between the childminder and the minded children show they have a close bond. The childminder sits with children on the floor and encourages them to search for toys in the boxes available to them. Children pass toys to the childminder and engage her, using gestures and baby language to express themselves. Children are praised as they achieve small tasks. For example, a young child searches for a play figure This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and, when found, is asked to place the driver in the car. The child responds by making sure the 'driver' is placed at the front of the car and the childminder praises him for his efforts. Children are occupied and engaged in age appropriate activities; as a result they are well behaved and cooperative. The childminder takes children to socialise with others at various toddler venues. She mixes with other

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and outcomes for children

childminder's, meeting in parks and at each other's homes to enable children to play together. Children enjoy planting seeds that grow into peppers, tomatoes and chillies in the outside area. They also visit pick you own farms where they learn about how food is grown and enjoy bringing foods home for the childminder and their parents to cook for their meals. The childminder said the expression on children's faces when they first dig up a carrot is a joy to behold.

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and outcomes for children

Children initiate their own play as they have access to excellent resources that are plentiful, age and stage appropriate and kept at child height for self-selection. Within the boxes of toys available are a number that reflect diversity. For example, a range of dressing up clothes from around the world is available together with cooking implements, puzzles, books, dolls and play figures, many showing not only different cultures but people with disabilities. Children use these as part of their integral play. The childminder uses a yearly planner and on this she notes festivals to be celebrated each month, many of these are for other cultures. For example, children are taken to a local Hindu temple to watch the ceremony of Pooja, where solid food is blessed by a priest before children are weaned. Children are learning to be independent whilst in the childminder's care. She encourages them to tidy away toys and take plates to the sink after eating. Younger children demonstrate

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and outcomes for children

independence through gestures. For example, young children pull off their bibs to show they have finished eating and undo fastening on shoes whilst crawling towards the door and wave to show they need to have a sleep.

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and outcomes for children

The childminder does not do any formal planning of activities for children nor does she undertake written observations of their progress. The childminder prefers to use photos as evidence to show areas of learning being covered. She knows her children well and is able to verbally demonstrate how she takes them to next steps. However, she is unable to complete children's assessments for when they move to other provisions as there is no written evidence to support her findings.

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and outcomes for children

The childminder's home is well maintained and children are learning good hygiene procedures by being encouraged to wash their hands prior to eating, after using the toilet and after playing outside. They are also gaining an early understanding about what contributes to being healthy through daily exercise and eating food that is healthy and nutritious. 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 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 1 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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