Longacre Preparatory School

Inspection report for early years provision

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Unique reference number 129734 Inspection date 21/03/2011 Inspector Susan Ennis

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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 1993. She lives with her two adult children in Bovingdon, Hemel Hampstead, close to shops, parks and local schools. The whole of the ground floor of the childminder's house is used for childminding and there is access to a fully enclosed garden for outside play. The family has no pets.

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Description of the childminding

The childminder supports children with special educational needs and/or disabilities and children with English as an additional language

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Description of the childminding

The childminder provides care on each weekday during term-time and school holidays. She is registered on the Early Years Register to care for a maximum of three children in the early year's age range and is currently minding three children in this age group. She also offers care to children aged over five years and this provision is registered on the compulsory and voluntary parts of the Childcare Register. Children on the compulsory and voluntary parts of the Childcare Register share the same facilities as those on the Early Years Register.

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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 offers a safe, secure and welcoming environment in which all children thrive and where their development is consistently promoted. Her flexible planning ensures that the children's interests are followed and that they enjoy their time with her. The childminder builds trusting relationships with parents and works with them to provide a consistency of care for all the children. Through self- evaluating her practice, the childminder has a clear picture of her strengths and areas for improvement. She is therefore able to make effective changes to improve the daily care and experiences for the children she looks after. She demonstrates a high commitment to her childminding and is enthusiastic about making and sustaining improvement.

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further?

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

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further?

 improve the use of information gathered about children's learning to enhance their good progress towards the early learning goals and ensure that this information is shared with parents  update the record of risk assessment to include assessments for each specific outing or trip  review the use of attendance records to ensure their accuracy  develop the range of activities to increase children's understanding of the wider world. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Effective safeguarding policies and procedures ensure that children are well protected. For example, the childminder has a good knowledge of child protection, having attended additional training to update her knowledge, and has the required contact numbers in place for dealing with concerns should they arise. She ensures that anyone coming into contact with the children is suitable to do so and has arranged emergency cover with another childminder should she ever not be able to care for the children herself. However, the system for recording children's attendance is to be reviewed to ensure accuracy to protect the children should an accident occur. The childminder uses clear and practical procedures such as daily safety checks and regular risk assessments for monitoring the environment. This ensures that children can move around freely and with confidence. She also regularly practises the fire drill with the children increasing their knowledge of the

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the early years provision

action to take in an emergency. They know to listen for the whistle that raises the alarm and have learnt to leave without their shoes if not wearing them at the time. The childminder also has well thought out procedures for taking the children out and about. For example, she takes the emergency contact details of the parents with her and ensures that she has spare clothes, drinks and her first aid kit. However, as the record of risk assessments for outings does not include an assessment for each specific trip, children's safety is potentially affected.

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the early years provision

The childminder has an effective understanding of anti-discriminatory practice, enabling her to provide a service which is inclusive for all children and families. She works closely with parents to ensure that she understands each child's background, needs and beliefs. For example, she tries to learn some basic words in children's home language to make them feel settled and secure. The childminder helps children learn and understand about the society in which they live. For example, resources such as puzzles, play figures and dolls extend children's experiences. However, celebrations of festivals are not currently built into planning and therefore children's knowledge is not actively developing.

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the early years provision

Children's individual development is well promoted because the childminder has effective procedures in place to support, monitor and evaluate their progress. The wide range of available resources is well used and the inclusive, child-friendly environment is conducive to children's learning. Low-level storage enables the children to freely select which toys they want to play with and the childminder regularly rotates the range to provide added interest and stimulation. The childminder also makes good use of the local amenities. She regularly takes the children to the nearby play area where they take turns on the swings and climbing frame developing their physical skills as they do so. They also attend a music group extending their creative and imagination skills as they meet 'Polly the puppet' and excitedly chase bubbles around the room.

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the early years provision

A trusting partnership with parents, carers and others involved in the children's lives ensures that all relevant information is shared and a consistent approach given. Organised documentation ensures that parents are fully informed about the childminder's policies and procedures detailing her working ethos and good This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 practice. Verbal interaction with parents helps keep them informed about their child's day and welfare. However, this is an area for further development to ensure that parents feel fully involved in their child's learning and progress. The childminder actively works with other settings and agencies to provide the children with an effective continuity of care. She shares relevant information where necessary and works with the other early years settings attended by the children to improve the outcomes for all.

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the early years provision

The childminder demonstrates a genuine enjoyment for her work and regularly attends further training to improve her knowledge and the outcomes for the children. She regularly seeks parent's views about her practice and they demonstrate their satisfaction with her through recorded comments such as 'I would recommend you without reservation and you have my total trust'. The childminder evaluates her daily practice and makes continuous plans for the future. She is very positive about the inspection process and effectively completed the self-evaluation form before inspection. She now plans to update this regularly to further monitor and improve her practice.

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and outcomes for children

Children are consistently offered a wide range of opportunities that support them in making good progress across the areas of learning and development. The childminder flexibly plans activities around the children's interests and free play choices. For example, when children show an interest in a certain model of car the childminder cuts up a picture of it and encourages the children to stick the pieces back together like a puzzle. The Childminder records children's initial starting points and progress by using written observations, photographs and the Early Years Foundation Stage development sheets to demonstrate their progress. However, although some next steps are identified, this is not consistent and it is difficult to see how these are fed in to planning. Therefore children's progress is not optimally promoted.

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and outcomes for children

The childminder uses her good knowledge of child development to plan activities to progress children's learning. For example, to develop children's sensory skills the childminder plans a food-tasting activity. The children try different foods such as marmite, marmalade and cheese and try to identify which is which. The childminder then extends the activity further by making a feely bag containing a toothbrush and spoon to develop their sense of touch. Children use their sense of smell to identify mayonnaise and apple and they discuss the different features they use their eyes to see on the way to school including a hole and Heron. Children enjoy developing their language skills as they learn to rhyme words together and predict the next stage in the story read to them by the childminder. They develop their number skills as they join the numbered dots together to make a picture and use their problem solving to fix nuts and bolts together to hold the wheel onto

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and outcomes for children

their model. Younger children hesitant about using their legs are encouraged to bounce in the hanging seat to strengthen their legs. Pillows are placed under them so that they feel the softness and over time become more confident. They enjoy rolling a soft ball to each other and are praised by the childminder for their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 catching skills developing their physical skills as they do so.

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and outcomes for children

Children's emotional development is well promoted as they develop secure and trusting relationships with the childminder and their friends. They demonstrate this as they go to the childminder for a cuddle when they feel the need. The childminder acts as a positive role model and assists the children in learning and making the right decisions. Children show their awareness of the rules as they confidently tell the inspector that they need to 'Be nice and share, play with your friends and take turns'.

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and outcomes for children

Children's health and hygiene is actively promoted as the childminder takes active steps to minimise the spread of infection and develop children's understanding of a healthy lifestyle. For example, children know to wash their own hands before and after snack and discuss the reasons for this regularly with the childminder. They also learn about healthy eating and where food comes from. They grow strawberries in the garden and enjoy tasting the produce when it is ready. Children are becoming aware of their own safety as they discuss road safety and help risk assess activities such as using their scooters. 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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