Belmont House School

Inspection report for early years provision

p.1

Unique reference number 128761 Inspection date 22/02/2011 Inspector Elizabeth Ellen Mackey

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 1997. She lives with her three children aged 19, 16 and 14 uears. The family live in a three bedroom house in a residential area of Bromley, close to local shops, schools and parks. The whole of the house, with the exception of the children's bedrooms are used for childminding purposes and there is direct access to a secure garden for outdoor play. The family have three cats. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to to care for a maximum of four children under 8 years old, at any one time. There are currently three children on roll, of whom two are in the early years age group. The childminder has a National Vocational Qualification, level two in Childcare.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The childminder provides a generally safe, stimulating, inclusive environment. She has devised and implemented policies and procedures that underpin her service. The childminder provides a varied range of activities that meet children's interests and promote their development across the six areas of learning of the Early Years Foundation Stage. There are successful systems in place to ensure daily communication with parents with regard to children's individual needs and their learning. The childminder reflects on her practice through a system of self- evaluation. She is keen to develop her practice through ongoing training to ensure improved outcomes for all children.

p.4

further?

To meet the specific requirements of the EYFS, the registered person must:

p.4

further?

 devise and implement a system to carry out a full risk assessment for each type of outing (Safeguarding and promoting children's welfare). 05/04/2011

p.4

further?

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

p.4

further?

 improve and extend the range of resources for children to self select. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

Children are generally kept safe and their well-being is promoted by the childminder. The childminder has clear agreements with parents in place and written policies and procedures underpin her practice. The childminder is aware of the procedures she would follow if she had any safeguarding concerns and the appropriate referral details are included in her safeguarding policy. The childminder strives to develop her practice and she updates her knowledge through training courses. Having completed a level two qualification she is currently studying for a NVQ, level three. The childminder also holds a current first aid certificate.

p.5

the early years provision

Rooms used by the children are organised to enable them to move about freely and safely. There is a satisfactory range of resources. These are rotated and set out to enable the children to access them easily. However, at times the choices for self-selection are limited. Children are closely supervised and a risk assessment for the premises has been completed and recorded. The children attend a wide variety of outings and the childminder plans these in advance. However, risk assessments for each type of outing have not been completed. This is a specific legal requirement.

p.5

the early years provision

Children demonstrate a strong sense of belonging in the setting and enjoy a close relationship with the childminder and her family. Children confidently approach the childminder for help and to make their needs known. The childminder provides an inclusive environment. She welcomes all children and their families and ensures their individual needs are known and met. The childminder has developed an effective communication system to enhance partnership with parents and other settings children may attend, for example the local school. The childminder is aware of most of the strengths and weaknesses of her provision, and has implemented a system of self-evaluation to help identify targets for future improvement.

p.5

and outcomes for children

Children benefit from a good range of resources, experiences and activities. The childminder is well organised in her planning and demonstrates a secure knowledge of the learning and development requirements. Written observations of children's achievements help to evidence how well children are achieving in line with the early learning goals. Observations are used to identify next steps in individual children's learning. Children also have their own journals, which documents the activities they have enjoyed. It includes photographs of the children engaging in a a wide variety of activities and outings. These are shared with the parents, who also have the opportunity to contribute.

p.5

and outcomes for children

Children are very settled and eagerly engage in the good range of activities available. The childminder knows the children extremely well and she This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 demonstrates a good understanding of the children as individuals. She provides activities accordingly, so they offer appropriate challenge. During free play children are able to access the resources provided. Children benefit from a welcoming homely environment where secure relationships with the childminder and her family are established. As a result, they feel safe and secure in the childminder's care. They are aware of the expectations and boundaries in place and they are capable of making their needs known.

p.5

and outcomes for children

The childminder gives meaningful praise and encouragement to children. Their efforts are acknowledged and their achievements celebrated. There is a great sense of fun in the setting and children form good friendships and bond easily with their peers. Children's individual needs, likes and dislikes are acknowledged and valued. Children's artwork is displayed and their photograph are displayed; this builds children's self-esteem and confidence as well as promoting a sense of belonging in the setting.. As a result, children make good progress in their personal, social and emotional development.

p.6

and outcomes for children

Daily outdoor play and activities are included in the routine and children benefit from plenty of fresh air and physical activity, promoting their understanding of healthy life styles. The childminder makes good use of local resouces, they attend, the local park, wood, toddler groups and farms. Children also learn about the natural environment through engaging in practical activities. For example, during the snow the childminder organised an activity for the children to feed the birds, because they were unable to access any food. Children have access to a good range of books, they share books they bring home from school and younger children eagerly share books with the childminder. They sit together and enthusiastically join in with the childminder's storytelling.

p.6

and outcomes for children

Children learn to keep themselves safe and develop their own sense of hazard awareness through being aware of the house rules in place. The childminder takes time to explain things to the children and explore issues of importance. For example, when the smoke alarm goes off at lunch time the childminder explains to then children that it is a warning and she responds the to childrens questions about it. Children are aware of what to do in the event of a fire, because they practice fire drills. Children sit together at meal times, making it a social occasion, which promotes their language and social skills. At lunchtime the children talk enthusiastically to each other and the childminder; there is a good sense of fun. The Childminder encourages healthy eating by providing freshly cooked meals, in partnership with parents and by talking with the children about why they need healthy foods. Children also enjoy baking activities, where they weigh, mix

p.6

and outcomes for children

Children develop their understanding of the world they live in through the wide range of experiences and activities planned for them. They learn about and celebrate festivals such as Chinese New Year, Ramadan, and Easter. Children learn to understand and respect others, because the childminder talks positively to the children about the differences in people. Children develop good communication and their voccabulary and conversation skills are encouraged. For example, when one child talks about seeing a butterfly in the garden, the childminder asks them questions about it which promotes their thinking. They describes the colours of the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 butterfly and its wings and explain, 'it was trying to cuddle me'. Children have opportunities to use mathematical language in everyday activities, for example when shopping, and preparing the table for lunch. Children are supported with

p.6

and outcomes for children

their homwork, engage in problem solving activities and also have access to appropriate computer programmes. Overall, children develop very good skills for the future. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.8

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

p.8

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

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.9