Richard Brunskill School

Inspection report for early years provision

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Unique reference number 128611 Inspection date 22/03/2011 Inspector Silvia Richardson

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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 2000. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered for a maximum of six children under eight years of whom three may be in the early years age group at any one time. There are currently eight children on roll, of whom seven are in the early years age group. Children attend on a part time basis, after school and during school holidays. The childminder lives with her husband and two children aged 13 and 11 years. The family live in a house in Catford in the London Borough of Lewisham, close to shops, park, library, community groups and public transport links. There is suitable disability access. All areas of the property are available for childminding and there is a fully enclosed garden available for outside play. The childminder is a qualified nursery nurse (NNEB) and is a member of the National Childminding Association and the Rushey

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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 settled, secure and confident in the setting and thriving in the company of others. The childminder creates a welcoming, happy, family atmosphere, enabling children to enjoy a real sense of belonging. Children are offered a good range and variety of activities and the childminder ensures they enjoy inclusive play and learning experiences. Children make good progress from their starting points and the childminder considers generally how well they are achieving across the six areas of learning. The childminder maintains continuous improvement through identifying her weakest areas, developing efficient systems to support accountability and promote children's welfare.

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further?

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

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further?

 match children's attainments to the expectations of the early learning goals, improving planning to target any gaps in learning

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the early years provision

The childminder has developed a full set of policies for her provision, including effective procedures for safeguarding children, underpinning good practice, protecting children and keeping them safe. The childminder undertakes thorough risk assessment of her home and garden and prior to taking children on outings, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ensuring children are safe and well cared for. Children learn safety rules and understand procedures for staying safe in the event of emergency evacuation of the premises. The childminder takes account of the varying safety needs of different ages of children, such as ensuring toys with small parts are inaccessible to younger children and the older children close the stair gate behind them when using the stairs to the bathroom. The childminder is skilled in managing the individual needs of children and those of the group of children as whole, effectively

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the early years provision

organising inclusive play and learning experiences. The childminder values the uniqueness of each child, responding positively to their racial and cultural heritage and helping children value and appreciate each other's differences through practical activities. Resources are effectively deployed, enabling children to independently select toys and play materials of interest to them. The childminder successfully organises happy, family mealtimes, arranging furniture and equipment well, so that all children enjoy a real sense of inclusion and belonging. The childminder works well in partnership with other agencies, obtaining detailed information about children's activities in other settings and the learning intentions, so that children continue their learning in the childminding setting. Parents and carers are actively engaged in sharing information, regarding children's individual and specific welfare needs. Arrangements for discussion and exchange of

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the early years provision

information are ensuring consistent approaches to children's growing and changing needs as they develop and make good progress. The childminder responds positively to individual families needs, offering flexibility and continuity, promoting children's welfare and family wellbeing. The childminder values parent and carer feedback, incorporating their views, beliefs and wishes to drive improvement and promote good outcomes for children. The childminder successfully evaluates her setting in terms of what works well and less well, in order to make changes that meet the needs of all the children minded. She is aware of her weakest areas and is developing her systems for better accountability, for example, acquiring computer skills in setting up electronic records, such as daily registers and weekly activity plans.

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and outcomes for children

Children participate in a broad range of interesting and stimulating play and learning experiences in the setting during term times and on outings during school holidays, promoting their enjoyment and achievement. The range and variety of resources available cater for all interests and enable children to make real choices. Favourite activities for children attending after school include dressing and role- play, enabling them to express their ideas, experiences and feelings. The childminder supports individual children well, so that they engage successfully in group play activities. The schedule and balance of activities is ensuring children enjoy experience across all areas of learning, helping them make good progress from their starting points. The childminder observes children closely, noting and attractively displaying their attainments as a 'learning tree'. The childminder clearly describes children's continuing development and her plans for the next steps in

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and outcomes for children

their learning, although she doesn't systematically match their acquisition of skills to the expectations of the early learning goals. As a result, any gaps in learning are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 not clearly identified and specifically targeted. Children settle well and feel secure and safe in the setting because routines are familiar and consistent and boundaries are clear and caring. Children enjoy the company of others and develop caring, kind and respectful attitudes, enabling them to make a positive contribution to the setting. The childminder provides an excellent role model, supporting children well in their learning of good social skills, so that they are polite and courteous towards each other. Older children enjoy playing with the little ones who are thriving in a busy and lively setting. Children adopt a healthy lifestyle through walking home from school and enjoying

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and outcomes for children

nutritionally balanced snacks and teas. Children have an excellent understanding of healthy eating and the importance of making healthy food choices. They spontaneously talk about foods which are good for them and those less beneficial to their health during role play and during the course of their routines. Children understand the importance of hand washing to protect their health and are confident and independent in the bathroom. Children are acquiring a broad range of skills for the future, through being part of happy family group and participating in good variety of activities. 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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