Glenfall Community Primary School

Inspection report for early years provision

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Unique reference number 115577 Inspection date 19/04/2011 Inspector Sarah Morfett

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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 was registered in 1991. She lives with her husband, daughter and grandchild in Welling, in the London borough of Bexley. The whole of the childminder's house is used for childminding and there is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of three children at any one time, all of whom may be in the Early Years age group, with no morethan one under the age of one year at any one time. The childminder is currently minding two children in the Early Years age group on a part-time basis. The childminder is registered on the early years register and on both the voluntary and compulsory parts of the Childcare Register. There is no provision for overnight care. The childminder walks or drives to local schools to take and collect children. The childminder attends the local parent/toddler group with minded children.

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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 cared for in a warm and friendly environment where they have access to a wide range of toys and activities. These are age-appropriate and help to promote their stage of development generally well. Overall children's safety is promoted effectively and means that they play in a safe and secure environment. Effective partnerships with parents and other agencies are established and ensure that the ongoing learning and development needs of the children are met through effective communication. The childminder uses reflective practice to identify areas for development within her setting and has successfully addressed the recommendations from her last inspection. This shows her desire to continually improve her setting.

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further?

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

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further?

 implement a record of the risk assessment clearly stating when it was carried out, by whom, date of review and any action taken following a review or incident 03/05/2011

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further?

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

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further?

 strengthen the use of ongoing observational assessment to inform planning for each child's continuing development This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's safety and welfare is promoted well with the effective procedures in place. For example, written permission is obtained from parents to take children on outings and to seek emergency medical advice and treatment. The childminder has a good understanding of the signs and symptoms of abuse and what to do if she has a concern that a child in her care may be at risk. She has a written policy based on the local safeguarding procedure which backs up her knowledge of how she would progress a concern and includes relevant local telephone numbers where she can call for advice or to report a concern. With these measures in place, children are effectively safeguarded within the childminder's care.

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the early years provision

The childminder carries out full and thorough risk assessments of all the outings that she takes children on. She risk assesses her home on daily basis to make sure the environment is safe for children to play in. However she has not implemented a record of the risk assessment which should state when an assessment was carried out, by whom and details of any action taken. This is a breach of requirements. However, the childminder is vigilant in her daily checks and as a result, there is limited impact on children safety. All adults in the home have been appropriately vetted and the childminder holds a current first aid certificate which means she knows how to act appropriately in an emergency. Overall children are kept safe and secure in the childminder's care.

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the early years provision

The childminder arranges her home well to maximise the benefit children. Toys and resources are deployed effectively so children can make independent choices about what they play with. The childminder makes sure she is available to support and guide children whilst they play, therefore helping to extend learning experiences for them through the effective interaction. As a result children become confident learners.

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the early years provision

The childminder promotes equality and diversity well. Children are valued as individuals and treated with equal concern. For example, the childminder adapts activities to suit the ages of the children taking part by supporting the younger ones so they can join in games at a level they understand. Children's understanding of diversity is promoted through a good range of resources which reflect positive images of the variety of people within society. Therefore, children develop a positive view of the diversity of the wider world.

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the early years provision

The childminder has a clear vision about how improvements to her service can support the development of the children. She knows it is important to keep up-to- date with current procedures and she endeavours to read all new information and share aspects of good practice with other childminders. She evaluates and reflects on her practice to identify the areas for improvement within her setting which benefit the children most. She has successfully addressed all of the recommendations from her last inspection. This shows she has a good attitude to maintaining continuous improvement. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Positive relationships with parents are established and ensure that they are fully involved in all aspects of their child's care. For example, information about the children's well-being is shared daily, both verbally and through the children's daily

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the early years provision

record sheets, therefore establishing a good flow of communication which means children's individual needs are met well.

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the early years provision

The childminder makes good links with other professionals such as the pre-school staff. She discusses children's individual needs, welfare and general development with them and thereby enabling her tfully complement children's learning and development within her setting. Therefore, children's individual needs are met through these effective partnerships.

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and outcomes for children

Children learn and develop at a good pace because the childminder provides a good range of activities based on their skills and interests. For example, children thoroughly enjoy taking part in board games, making Easter cards and playing outside in the garden. They feel secure because of the warm and friendly relationships they have developed with the childminder, therefore they are confident to explore and investigate. Children's learning and development is promoted through the childminder's good interaction with them. For instance, she uses open questions such as 'what' 'why and 'where' to make children think about what they are doing and help to extend their communication skills successfully.

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and outcomes for children

Children enjoy a good range of activities which promote all of the areas of learning well. They exploring numbers and counting, for example, as they play a snakes and ladders game. Children throw the dice and count the spaces they need to move pleased that they have not landed on a snake as they know this means they have to go back. In the game they have to count forwards as well as backwards, and therefore begin to understand simple maths concepts. Children enjoy being creative, making Easter cards for their parents and using stickers to decorate them. They peel the stickers carefully before placing them onto the cards. This activity helps to develop children's hand and eye coordination they peel and stick. Children love stories and sit eagerly around the childminder thoroughly her read them enjoying stories. The childminder asks lots of questions about the pictures, children repeat phrases and some are able to predict what comes next as they are

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and outcomes for children

familiar with the stories. This promotes children's language and communication abilities very well. There is a good balance of adult-led and child-initiated play which means that children are making good progress through the play based activities.

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and outcomes for children

The children are familiar with simple hygiene routines, such as washing their hands before eating. Children learn to adopt healthy lifestyles as they are very active in the childminders care. Regular trips to local places of interest and parks give children space to move round and explore how their bodies move. They develop good physical skills as they climb up the slide, bounce on the trampoline and push scooters around the garden. Children enjoy a healthy balanced diet and tuck into This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 sandwiches for lunch with apple, cucumber and tomatoes on the side, encouraging them to eat fruit and vegtables and to make healthy choices. Drinks are readily available and children help themselves to these often. This show they recognise when they are thirsty.

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and outcomes for children

The childminder has developed a system of observational assessment for the children using a daily journal. She is aware of their specific abilities and where they are in relation to their starting points through discussion with the parents. She makes daily notes of what children have done and details of any progress or achievements she has seen, sharing this with parents to keep them informed of the progress of their children on a daily basis. However these are not linked to the areas of learning. This makes it difficult to see how children are making progress in these specific areas in relationship to their overall development. However, because of the good interaction from the childminder, children's individual progress is good in relation to their capabilities.

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and outcomes for children

Children are helped to feel safe and secure as the childminder ensures her home is suitable for them to play in. She regularly checks toys and resources to keep them inclean and good condition. Children learn about their own personal safety because they take part in regular fire drills. The childminder reminds them to be careful as they play alerting them to potential dangers. Children learn about good road safety rules as they know they must hold hands when walking along the road with her. Therefore, children begin to assess risks and learn to keep themselves safe. The childminder manages children's behaviour well. She ignores negative behaviour and uses lots of praise and encouragement for positive behaviour therefore children begin to learn right from wrong. Shesets clear boundaries for them and the children respond well to her calm, sensible manner. 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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