Downs Park School

Inspection report for early years provision

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Unique reference number 114685 Inspection date 09/05/2011 Inspector Kerry Iden

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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 has been registered since 1995. She lives with her husband and their four children in the family home in Burgess Hill, West Sussex. Most areas of the ground floor of the childminder's house are used for childminding. Children also have access to an enclosed deck and back garden for outdoor activities.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register to care for a maximum of six children under eight years, of whom no more than three may be in the early years age group, and of these, no more than one may be under one year at any one time. There are currently three children on roll, two of whom are in the early years age group and most children attend on a part time basis. The childminder walks or drives to local schools, pre-schools and nearby facilities, such as play areas, parks and the library and is a member of the National Childminding Association.

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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 children are happy and settled within the provision. They are able to access a variety of resources and become involved in many activities that are developed from their interests. The childminder works closely with parents around the children's care information and has developed some partnership working with others. Through evaluation many changes have occurred with the systems employed by the childminder and most of these are now in place to support the childminder as she promotes all areas of learning. Therefore the childminder demonstrates that she has the ability to know where development is required and review her process which will enable continuous improvement in the future.

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further?

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

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further?

 develop a two-way flow of information with other early years providers to ensure a collaborative approach to children's welfare and learning and development is fully achieved  develop the arrangements for working in partnership with parents to support children's learning, so that information is shared about children's individual starting points, their next steps for learning and how they are progressing  develop the systems for planning and the identification of next steps in children's development to be more systematic and consistently applied This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The children within the setting are protected from harm as the childminder has a good understanding of the correct procedures to follow with any concerns she may have about their well being. The childminder has previously completed child protection training, has a secure knowledge of her responsibility in this area and has supportive documents in place. The children are able to play in a secure setting both inside and out as the childminder monitors the areas used by the children. Risk assessments for the childminder's home are in place as well as for outings away from the setting; when the childminder also employs effective systems such as emergency detail cards. The childminder supports the children in identifying risks for themselves and increases their awareness of emergency arrangements such as practicing evacuation procedures. The childminder maintains all documentation confidentially and has clear procedures for the recording of all

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the early years provision

accidents and medication administered. The childminder maintains her first aid qualification to ensure children's well being in the event of an accident.

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the early years provision

The childminder has completed the Ofsted self evaluation form. Through this and her own awareness, the childminder demonstrates a clear understanding of the strengths and future development within her setting. The childminder is keen to improve her skills and knowledge. She attends relevant short courses and working alongside other childminder's and her network co-coordinator to stay up to date with current practice. Through evaluation and reviews the childminder has made many changes to her own systems since the implementation of the Early Years Foundation Stage. She is now establishing the changes in the children's development records to support her knowledge of children's progress. The childminder promotes a child led environment and values contributions or ideas bought by the children.

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the early years provision

The childminder has made very good use of the space within her home. The fully enclosed garden and ground floor of the childminder's home is dedicated to childminding to offer children different spaces in which to play. Resources are fit for purpose both inside and out and challenge children in all areas of learning. Low level storage units enable children to make their own decisions about their play. The childminder uses her resources well to encourage children to develop in all areas of learning. For example, linking in list writing with groups of boys as they dig for bugs, helping them to develop their mark making skills whilst enjoying the activity of their choosing. Good labelling and photographs around the ground floor of the childminder's home and garden make it a vibrant and exciting place for children.

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the early years provision

The childminder gains an understanding of children's individual needs through initial and ongoing discussion with parents. The children are valued as an individual within the setting and their ideas included in play. Activities are adapted or extended to enable each child to be challenged given their own capabilities. For example, as three children enjoy play dough, babies are also included as they feel the texture or bang the pots together. Older children are challenged further adding in tools and equipment and inspiring imaginations. Children learn to value others This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 as they spend time away from the setting and learn about their community by visiting local places of interest.

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the early years provision

The childminder reports on positive relationships with parents and they too feel the childminder is flexible, supportive and offers the children a varied amount of activities both in and away from the setting. The childminder also has some positive relations with other childminder's in the area. This allows her to work collaboratively and supportively over new practices. Recently children have started to attend other early years settings and although the childminder is aware to share developmental information this is not yet in place. There are effective channels of communication between the childminder and parents especially around the children's care needs. Daily information is shared with parents verbally. However the childminder has not yet extended this to sharing information about children's development towards the early learning goals.

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and outcomes for children

Children are happy and relaxed in their play and through the childminder's knowledge of promoting all areas of learning, children are able to achieve well. They are keen to be in the setting and are motivated in their play of which the childminder joins in, to support their learning. The interaction amongst all the children and with the childminder is warm and nurturing with some sibling like relationships in place. Babies are contented and enjoy their time in the setting. They display their happiness with smiles, and giggles through play and show their desire to want to be involved in everything that is going on. The childminder has a secure understanding of the areas of learning. She promotes a good balance of adult led and child initiated play where children's interests are used to plan some loose topics and activities. The systems for recording children's progress towards the early learning goals has recently been reviewed and adapted. They contain all

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and outcomes for children

relevant detail and some new additions have been implemented to enhance the records, such as individual planning and the identification of next steps. However this is not yet consistently in place or systematically recorded to ensure its effectiveness.

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and outcomes for children

Children and babies are and feel secure within the setting. They are confident and independent in making their choices about where they want to play. Older children demonstrate a good understanding of keeping themselves safe. For example, knowing they can't go on the trampoline whilst the baby is enjoying some time bouncing. The childminder offers consistent messages about safety within the home, such as appropriate toys and resources for the right age groups and reminding older children not to swing or hold objects around or over the baby's head. Children's safety is continued with the procedures in place to reduce the risk of cross infection. The children know they need to wash their hands before snack time and use the individual disposable towels to dry hands. Snacks and meals are taken at the table to promote good table manners. Children engage in a range of activities both at the childminder's and away from the setting that promote their

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and outcomes for children

physical skills, enabling them to understand the importance of a healthy lifestyle. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children are enjoying developing their knowledge and understanding of the world through the many activities they become involved in. The childminder's quality of teaching supports other areas of learning through the children's interests. For example, in the garden they become active and curious learners. They complete bug searches and the childminder encourages list making and craft activities linked with the bugs. Older children are keen to show others the bug hotel as they move the logs and bark to search, capture and study the mini beasts they find. Younger children and babies are also able to explore their surroundings with tactile experiences of feeling the soil, playing in the sand pit or rummaging through treasure baskets. Numbers, shapes and problem solving become part of each

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and outcomes for children

activity as the childminder uses some good open ended questions in children's play therefore children are developing well in the skills they will require to secure future learning. Children are developing positive relationships and mostly able to work alongside as well as collaboratively together. Babies are included within activities where appropriate so they feel included which allows everyone to be involved and make a positive contribution. 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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