Trent CofE Primary School

Inspection report for early years provision

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Unique reference number 101328 Inspection date 24/03/2011 Inspector Zahida Hatia

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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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 lives in a three-bedroom, semi-detached house on the edge of the Cotswold village of Bourton-on-the-Water. She shares her home with her husband and two adult children. The whole of the house is available for childminding with the main care taking place on the ground floor. Upstairs bedrooms are available for sleeping. Children have access to an enclosed rear garden with grassed and patio areas. Local amenities nearby include play parks, primary schools, and a library

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Description of the childminding

The childminder registered in 1989. The childminder is registered to care for a maximum of six children under the age of eight years, of whom three may be in the early years age group. Care is provided on a full and part-time basis throughout the year. She currently has five children on roll on a part-time basis, four of whom are in the early years age group. The childminder offers full and part-time care as well as before-and-after school care during school term time only. Children are taken to the parent-and-toddler group 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 making good progress in all areas of learning because they play within a well organised environment, both indoors and outdoors. The childminder ensures children's welfare and safety is promoted, underpinned with comprehensive policies, procedures and risk assessments as required. Good partnerships with parents contribute to consistent care for children. The childminder is generally reflecting on her practice, taking into account the strengths and weaknesses of her provision. A good range of resources is provided although resources made from natural materials are limited. Children's uniqueness is well recognised and consequently they feel secure and happy within the childminder's care.

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further?

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

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further?

 improve resources to include natural materials and objects for example using treasure baskets for babies and younger children  improve the self evaluation process to include clear and consistent plans to show how improvements will be implemented for the future . This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are well safeguarded. The childminder has a good understanding of child protection issues and of her responsibility to protect children's safety and welfare. Comprehensive policies, procedures and risk assessments are in place and regularly updated. The childminder has worked hard to ensure risks are identified and addressed, therefore minimising harm to children, especially for outings. The childminder organises the home well so it is warm and welcoming. Children have good amounts of space to freely move around in and have easy access to outdoor activities. The childminder provides a service that is inclusive for all children and their families so ensuring children get the support they need to make good progress. The childminder promotes equality and diversity in a way which is meaningful to the children by ensuring they become aware of the diversity within their own community and of the wider world. Children's individual needs are fully

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the early years provision

known and therefore they feel secure and happy, cuddling up with the childminder when having a discussion.

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the early years provision

The engagement and sharing of information with parents is good. The childminder works closely to ensure a home-from-home setting. This is reflected in parents' comments. Parents have copies of the childminder's policies and procedures and give written consents for those requiring their permission, for example, sharing information, taking photographs and when on outings. Daily information is shared both verbally and recorded in daily diaries. Children's starting points are gathered from initial information recorded by parents in their child's 'All about me' document. This means that parents are fully involved, included and valued. Although there are currently no children attending who receive education and care in more than one setting, the childminder shows a good understanding of the benefits of sharing relevant information with other practitioners to ensure continuity and coherence.

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the early years provision

The childminder demonstrates commitment to self-evaluation. She reflects on most aspects of her provision, but she has not fully identified a clear plan for implementing improvements that she has identified. While there are currently no children on roll who have special educational needs and/or disabilities, the childminder is fully aware of the support structures and links with other professionals that would need to be put in place if required. Good improvements have been made since the previous inspection with the childminder addressing the recommendations that were raised. For example, the childminder has implemented a clear system for recording complaints which she shares with parents and others and she has ensured that her planning is evaluative and consistently records children's next steps in learning and development. Children make good progress in their learning and achieve well because the childminder makes good use of

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the early years provision

resources. The home is welcoming and resources are well organised and accessible, enabling older children to self-select materials and initiate learning. However, opportunities for babies to explore a range of natural materials are limited. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children relish their time in the childminder's home and are progressing well in their learning and development. Warm, caring relationships between the children and the childminder are evident. This ensures children feel safe and secure. The childminder knows the children very well, affording them time to develop their thinking and imagination. This means that children are active, independent and inquisitive learners. For example, the childminder offers good opportunities for children to experience early technology, such as using battery operated musical toys and equipment. These activities contribute to children's future economic well- being. There is a good balance of adult-led and child-initiated play as the childminder assists them when required. She helps toddlers to complete in-set puzzles, talking to them about the puzzle's colours and shapes.

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and outcomes for children

The childminder uses the Early Years Foundation Stage documentation well and ensures all six areas of learning are equally covered, by recording and monitoring the different aspects within them. She successfully identifies next steps in children's development through well-written observations and sensitive assessment of their achievements. Children's learning records include examples of art work, such as paintings and many photographs illustrating the range of activities enjoyed. These include learning about their own community when they go on outings to the model village in Bourton-on-the-water. They also plant and care for flowers in the garden. Older children's mathematical skills are developed by counting and calculating and they are beginning to recognise and spell their names.

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and outcomes for children

The childminder is experienced in supporting children, working closely when needed and allowing them time to repeat and reinforce newly found skills. She asks open questions, helping them to think things through, for example, 'Where is the book you like?' and poses them with simple problems to solve such as shape sorting. This helps in developing their skills for the future. Children respond positively to plenty of praise. This helps children understand acceptable behaviour. Children are taken out into their local community where they join in childminding groups and play with other children of similar ages, giving them the opportunity to take part in wider social activities.

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and outcomes for children

Children play safely because measures are in place to ensure the risk of accidents is minimised. Children learn about keeping themselves safe, including practising the emergency evacuation procedure. Children receive equal attention from a calm, thoughtful and kind childminder, and as a result, are happy, well-settled and gaining self-assurance as individuals. Children behave very well and respond to requests to tidying up resources because the childminder explains that tidying up the toys left on the floor will prevent accidents and injuries. Children are active or restful through choice and sleep in line with their individual needs and parent's wishes. They learn about hygiene routines, have plenty of drinks to keep them hydrated and eat nutritious foods. Walks through the village, and outdoor play contribute to gaining plenty of fresh air and exercise, thus promoting a healthy lifestyle. Children's knowledge about personal safety is consistently encouraged as

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 they discuss road safety when out walking. 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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