Woodside High School, A Business & Enterprise Specialist School

Inspection report for early years provision

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Unique reference number 102158 Inspection date 18/03/2011 Inspector Catherine Greene

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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 1992. She is registered on the Early Years register and the compulsory and voluntary parts of the Childcare Register. The childminder may care for no more than four children under eight years; of these, not more than three may be in the early years age group, and of these, not more than one may be under one year at any one time. There are currently three children on roll, all of whom are under five. She lives with her daughter aged 10 years in a three bedroom maisonette, which is located close to public transport in the Kentish Town area. Children have access to the living room and garden. They are taken to local parks, playgroups and other places of interest regularly. The childminder has a level 3 qualification in Childcare and Education.

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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

The commitment and enthusiasm of this childminder supports all children as they make rapid progress in their development and learning. The childminder promotes inclusive practice by competently supporting children's language and culture through well chosen resources, visual aids and communication systems such as Makaton. The childminder is committed to raising quality and consistently reviews her practices, skills and knowledge in order to continually develop.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 further involve parents in their children's learning and development, for example, through making regular contributions to their progress records.

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the early years provision

Children are fully safeguarded due to the systems in place to protect them. The childminder has a secure knowledge and understanding of child protection issues and she is suitably trained and experienced. The exceptional insight of the childminder means that she continually identifies areas for improvement, some of which have been successfully implemented. Her inspiration and professionalism means that she is enthusiastic dedicated and takes pride in everything she does.

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the early years provision

The childminder is effective in promoting communication with children's parents and extended family members, as she uses her excellent communication skills to put parents at their ease; highly positive relationships exist and are maintained This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 with good communication and professional boundaries. An attractive parent's pack, notice board and liaison with the supported childminding team keeps parents informed about their children's achievements, well-being and development. Parents are made aware of the weekly planning sheet which is posted on the notice board. Parents are highly complimentary about the childminder and the support their children receive.

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the early years provision

The learning and development opportunities provided for children are exceptional and support each child's personal and emotional development very well. Children have access to an excellent range of resources that enable them to develop a positive view of equality and diversity within society and to value and respect their own and other's cultures. The childminder works very well with other professionals including the supported childminding team; she regards this communication as essential to enable her to give the very best support to each child. The childminder is pro-active in making links with other professionals involved with children, which successfully supports specific developmental needs and promotes outcomes for all children.

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and outcomes for children

Children's individual needs are met to a high standard by the childminder. Enthusiastic children confidently enter the setting and the childminder greets them with warmth and affection. She ensures she has very good knowledge of children's backgrounds with good communication systems firmly established. She demonstrates knowledge and understanding of how children learn and develop, and translates this well into excellent childcare practice. She is confident when ensuring children's welfare so that they are safe and secure at all times.

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and outcomes for children

The childminder successfully provides creative and innovative activities to promote and stimulate children's learning in all areas. Children are inspired to learn due to the imaginative interaction with the childminder. She is skilled at using every opportunity as an enjoyable learning experience. During play that children are immersed in, they are taught mathematical concepts such as counting, simple addition and weight and measure. Whilst planting tomatoes from seed, children pour the soil into pots and hold them up to feel how heavy they are measuring the water to help the seeds grow. The childminder follows the learning and development guidance very well to incorporate all six areas of learning into her planning of weekly activities and to provide a stimulating environment. When a child wants to play with magnetic fishing rods, the childminder ingeniously turns her circular living room rug into a pond and provides the chairs for them to sit and

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and outcomes for children

relax while they fish; the child is absolutely delighted.

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and outcomes for children

Children take part in fun activities to support them in learning how to keep themselves safe, including as they learn about road safety on the way to the drop in. Children are developing their confidence and self-esteem very well and are very well settled into the routine. They have good relationships with the childminder and they clearly enjoy each other's company. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children are developing excellent skills for the future as the environment is planned to support children's independence and mobility. A wide variety of resources are stored at low level in the living room and children are confident and independent when choosing what to play with. Children's language and different levels of understanding are supported very well by the visual signage displayed. Children are interested, occupied and keen to take part in the range of activities

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and outcomes for children

provided. There is a strong emphasis from the childminder to ensure her practice is inclusive for all families. Children learn about the world around them as they use a range of books and equipment which promote positive images. Children use the atlas to point out Cameroon and know that this is where coffee is made. They also proudly say that they have been shopping in Morocco and point to where it is on the map. In addition, children enjoy outings to local drop-in centres, parks and the library to extend their understanding of other cultures.

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and outcomes for children

The childminder gathers information from parents to ensure she provides the best quality of care and learning for each child, although she is yet to include this information in the learning record. She does however use this information to support the children very well, via ongoing dialogue with parents. She is a very positive role model, and is calm and gently spoken; she smiles and enjoys herself as she works with the children. As a result, the children are well behaved and very secure. 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 1 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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