Bromesberrow St Mary's Church of England (Aided) Primary School

Inspection report for early years provision

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Unique reference number 115675 Inspection date 04/05/2011 Inspector Jane Wakelen

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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. She lives with her husband and adult daughter in Crayford, Kent. The childminder's home is close to the small town centre, parks and schools. The whole of the ground floor of the childminder's home is used for childminding. She has a cat, rabbit and fish in a pond.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding three children in this age group. She also offers care to children aged over five years to 11 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder collects children from the local school.

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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

All children make good progress in their development because the childminder has a good understanding about child development. She provides a variety of activities and opportunities for children and makes regular observations. However, the assessment records do not fully reflect the good learning taking place. A positive relationship with the parents promotes continuity of care and children's well-being. The childminder has carried out a self-evaluation of her practice and has identified her strengths and areas she would like to develop. This ensures continuous improvement and promotes good outcomes for children.

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further?

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

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further?

 make a record of risk assessments clearly stating when it was carried out, by whom, date of review and any action taken following a review or incident 30/05/2011

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further?

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

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further?

 improve the record of observational assessment to highlight children's achievements or their need for further support through next steps  maintain policies and procedures for parents to ensure they contain up-to- date information 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 safeguarded well within the childminder's home because she has a good understanding about keeping children safe and protecting them from harm. She has a written policy in place, with the procedure to follow if she has any concerns about children in her care, promoting their well-being. The childminder carries out a thorough risk assessment of her home and removes any hazards to allow children to play in a safe environment. Measures are implemented, for example locks on cupboards and a mesh covering over the pond help to ensure children are safe. However, the risk assessment is not recorded in writing which is a breach of a specific legal requirement. The childminder has a current first aid certificate and seeks permission from parents to seek medical advice or treatment in an emergency, therefore promoting children's welfare. Children learn about keeping themselves safe, such as following rules when on outings and learning

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the early years provision

The childminder actively promotes equality and diversity by ensuring all children are fully integrated and included within her home. She has a good knowledge of each child's backgrounds and individual needs. Children are encouraged to accept each others differences and develop good relationships with each other and the childminder. They use a wide range of resources, for example books, jigsaws and small world to reflect a diverse society. Children have opportunities to socialise with others in various groups they attend with the childminder to learn about their local community. All resources are suitable for the age of children attending and provide for the six areas of learning. Children happily access the toys and equipment or make suggestions or requests for alternatives to meet their interests. The available resources are used well to achieve the planned goals in learning and development and clearly support good outcomes for children.

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the early years provision

Partnership with parents is very positive and well-established ensuring each child's needs are met. Parents receive a daily diary with a detailed description of their child's routine and activities each day, including any sleeps and food. This promotes continuity of care for the children and ensures their welfare is given high regard. All parents give written consent for aspects of care, for example, routine outings and photographs. They receive a set of written policies and procedures to keep them informed of the childminder's responsibilities within the Early Years Foundation Stage. However, a few policies do not contain the current information. Parents are able to see their child's assessment records on request, including samples of pictures and their 'doodle' book, where children explore making marks with different resources. Parents are extremely satisfied with the care the childminder offers and feel their children are made to feel like 'one of her family'.

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the early years provision

The childminder understands the importance of establishing partnerships with other providers who share care and outside agencies to meet children's needs. This is in the process of being fully embedded into the childminder's practice.

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the early years provision

The childminder shows a caring, warm and motivated approach to developing her practice. She has written a self-evaluation to record all the positive experiences children are able to benefit from. She values each individual child and constantly This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 looks for ways to support their all-round development through fun opportunities and experiences. She has also identified areas to improve and development to continue to promote good outcomes for children. This ensures she is able to maintain continuous improvement.

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and outcomes for children

Children settle well with the childminder and develop good, trusting relationships with her because she shows care and concern for each individual child. She provides a stimulating range of activities and outings to motivate children and support their learning, social skills and physical development. Children have opportunities to walk in the park or along the beach to collect natural materials such as shells or leaves, learning about their environment. Visits to local parks, the library and various toddler groups enables children to socialise with others and experience different toys and resources. The childminder fully promotes children's language skills, through conversation and good questioning. She encourages the younger children to name different items whilst playing, and encourages the slightly older children to developing sentences and phrases. Books are made available at all times and are fully encouraged through trips to the library. The

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and outcomes for children

childminder encourages children to count in their play, learning number sequencing, colours and shapes through fun activities. Shape sorters and jigsaws support children's problem solving skills whilst developing good hand and eye co- ordination. Children use toys and equipment to gain an understanding about technology, for example, using the tape recorder and telephone. These skills in numeracy, literacy and communication technology ensure children make good progress in developing skills for their future. Children are able to make choices from the accessible resources and toys in low level storage containers or request alternatives from the cupboard. The childminder has a good knowledge where each child is at in their learning and development and keeps parents regularly informed about their achievements. However, the written documentation does not fully reflect the good learning that is taking place to provide an accurate

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and outcomes for children

assessment of where children are in their development.

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and outcomes for children

Children are able to develop an understanding about living a healthy lifestyle. They have daily opportunities to benefit from fresh air and exercise, walking in the park, beach or to school. They use a good variety of large play equipment, developing their large physical skills, co-ordination and balance. Healthy snacks are offered alongside occasional treats, with conversations about what food is good for them and why. Children have access to drinking water at all times, with gentle reminders from the childminder to drink regularly to remain hydrated. Good hygiene procedures are implemented to encourage children to understand the importance of personal care, although at present cross-infection is not fully prevented as children use one hand towel. A sick child policy informs parents when not to bring children to the childminder's home, helping to protect all children from infection. The childminder has undertaken a food hygiene qualification, which enables her to

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and outcomes for children

fully promote good procedures and practice in the kitchen concerning food storage and preparation. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children show an understanding of keeping themselves safe as they follow house rules, such as not jumping on the furniture. Older children gain an understanding about helping the younger children play with toys which are safe for them and removing smaller items. Children learn about keeping themselves safe whilst on outings, learning the importance of road safety and finding safe places to cross the road. The childminder provides a good role model. For example, using a harness when children sit in the highchair or in the buggy to prevent a fall. Children present a feeling of security and safety and they approach the childminder for reassurance or a cuddle. Regular routines and good quality interaction from the childminder enable babies and young children to feel confident in her home.

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and outcomes for children

Children are able to gain a feeling of belonging because the childminder values each child and regularly offers praise and encouragement, raising children's self- esteem. Children gain a good understanding of acceptable behaviour and behave well, reflecting the expectations of the childminder. Sharing and turn-taking is fully exploited, with the promotion of good manners, enabling children to develop skills to support them in the future. 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 3 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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