St Margarets CofE Primary School

Inspection report for early years provision

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Unique reference number 144035 Inspection date 22/02/2011 Inspector Arda Halls

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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 1994 with the local authority and with Ofsted in 2002. She lives with one adult child in Battersea in the London Borough of Lambeth. The whole of the ground floor of the house is used for childminding which is accessible without stairs. There is a fully enclosed garden for outside play and children are regularly taken to the local parks. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of three children under eight years at any one time and is currently minding two children under five, one on a full time basis.

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Description of the childminding

The childminder walks to local schools to take and collect children. The childminder attends the local drop-in groups and the public library. The childminder has a cat as a family pet. The childminder is a member of 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 the needs effectively of all children who attend, however, children's starting points and next steps of their development are not recorded. Children make good progress in their learning and development. Their welfare is promoted successfully although risk assessments are not reviewed regularly, which is a requirements, and the setting is somewhat cluttered with resources and paperwork. The childminder works effectively in partnerships with others to ensure successful early education and care. She plans sufficiently to make improvements and has sound processes of self-evaluation.

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further?

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

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further?

 improve the record of risk assessments to ensure they are dated and any action taken is recorded (Suitable premises, environment and equipment) 18/04/2011

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further?

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

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further?

 review the use of space and organisation of the day to enable children to have more space to play  identify children's initial starting points and use the information gained from ongoing observations to clearly monitor children's progress and inform future This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 planning to help move them onto the next stage in their learning .

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the early years provision

The childminder demonstrates a good understanding of how to keep children safe and knows what to do if she has a concern about children. Policies and procedures are unique to the setting, including what to do in the event of an allegation of abuse being made. The complaints procedure clearly informs parents how they may contact the regulator if they should wish to make a complaint. Risk assessments covering risks both indoors and on outings have been prepared. The childminder recognises the benefits of updating them at regular intervals, however not all risk assessments are dated, which is a requirement.

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the early years provision

The setting is well-resourced. However, the childminder is not well organised, the home is full of resources which appear cluttered. Children are engaged in their play for extensive periods of time as they are able to play and explore a wide range of toys and resources that meet all their needs. Low level storage means that children's independence is promoted as they can make free choices about what they like to do. Their learning is further extended by the use of the local library to find out about the different cultures and festivals celebrated. The childminder provides a fully inclusive service to the children and their families.

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the early years provision

Partnerships are well established and make a significant contribution to children's achievement and well-being. Communication takes place continuously with other childminders and partners supporting children on a regular basis. This means information is effectively shared and used to promote children's achievement and well-being. Children's individual care needs are effectively identified with daily routines designed to take their needs into account. For example, the childminder knows the signs of children needing a sleep and knows that they will not enjoy the latter part of the day if they do not sleep when it is needed. They know the best time to go out for a walk in the park or a visit to the local drop-in centre. Parents are kept verbally informed about their children's progress at the end of the day, during which time they may voice their opinions. The childminder has a good relationship with parents and carers; this ensures each child's needs are effectively

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the early years provision

met. Parents are asked for their views which are used to inform important decisions about the provision.

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the early years provision

The childminder does not record her self-evaluation. However, she reflects adequately on her practice and explains how she self-evaluates to portray her commitment to enhance and develop her childcare practice. She establishes appropriate daily routines that help children learn about the order of the day. She explains sufficiently to children when she will be changing their nappy, when they will eat and when they will have a sleep. The childminder establishes positive links with other providers to ensure continuity of care for the children. She works sufficiently within the Early Years Foundation Stage to provide appropriate care for all children. The childminder takes reasonable steps to evaluate her provision for children's learning, development and welfare. She understands her own strengths and weaknesses and explains how she will target plans for the future. She is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

committed to bringing about sustainable improvements such as re-organising her filing system and organising her resources more effectively to provide more space in the play areas.

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and outcomes for children

Children are actively engaged in their play and exploration, constantly talking with the childminder. They are encouraged to be active and inquisitive and as a result are independent learners. There is a good balance of adult-led and child-initiated activities which means children are fully occupied and enjoying their learning journey. They like to play with the wide variety of play figures that depict diversity. They enjoy dressing up and twirling around the room pretending they are princesses. The childminder praises and encourages them in their efforts. She has a good understanding of how children learn and this is evident in the children's learning records. Observations are thoroughly done, although links to the six areas of learning and the next steps of children's learning are not identified.

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and outcomes for children

Some creative play is on offer at the house while more is experienced in the local drop-in centre where children are fully supported to express themselves with a variety of play materials such as sand, water, paint and play dough. Children are free to access a wide range of books. They have their favourite stories which the childminder reads enthusiastically. She recognises the importance of following the children's interests. She explains how she uses the public library to extend children's learning about their own cultures and those of others.

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and outcomes for children

Children are developing good basic skills for their futures. They learn about numbers through the stories they read. They learn to recognise shapes; for example, they talk about their house being the shape of a pentagon. A good selection of board games and manipulative play materials help children develop further skills. Children's language is successfully promoted as they are consistently talking. The childminder is fully involved in all aspects of the children's play and learning. She is inclusive when playing with older children to engage the younger children in the activities as well. The childminder is effective at presenting well organised play opportunities in which children of differing ages learn to play with one another successfully.

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and outcomes for children

Children's personal development, care and understanding of a healthy lifestyle are promoted effectively. Children know to wash their hands before lunch is served. Children enjoy a healthy snack of fruit, rice crackers and a drink of milk. Drinking water is easily accessible at all times. The childminder has an effective nappy changing routine in which she wipes down the changing mat after each child and disposes of wrapped nappies in the bin. She washes her hands thoroughly as soon as she completes the change.

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and outcomes for children

Children's safety is maintained successfully as the childminder strives to raise children's awareness of how to keep safe. They are reminded not to run inside and are beginning to learn about road safety and how to hold hands when crossing the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 road. They know how to leave the home quickly during practice fire evacuations. Positive behaviour is consistently promoted and recognised. Children are kind to one another and show concern if anyone cries. They have a good sense of belonging and self-esteem which is reinforced throughout the day. 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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