St Joseph's Catholic Primary School, Darlaston

Inspection report for early years provision

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Unique reference number 104235 Inspection date 19/05/2011 Inspector Janet Armstrong

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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 February 1998. She lives with her husband and two children, a daughter aged 17 and a son aged 12, in a four- bedroomed semi-detached house in Exmouth, Devon. Most areas of the home are used for childminding purposes, with a living room, kitchen/diner and downstairs cloakroom used as the main accommodation. Rest and toilet facilities are available upstairs. There is an enclosed garden available for outside play. The family have a pet hamster, fish and dog.

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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. She is registered to care for a maximum of six children at any one time, three of whom may be in the early years age group. Overnight care is offered for two children under the age of eight years. There are currently four children on roll, three of whom are in the early years age range, and all attend on a part time basis. The childminder also cares for children over eight years of age.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children are extremely well cared for with excellent support and challenge to extend their learning, which ensures they make the best possible progress through the Early Years Foundation Stage. The childminder has a very clear understanding of the children's learning needs and, through her positive attention and planning, ensures that activities and opportunities promote these needs to a very high standard. This means that children are very confident learners and have very high levels of self-esteem. There are excellent systems in place to work in partnership with parents, ensuring that they play an equally important role in planning and supporting the children's needs. Highly effective systems for monitoring the childminder's strengths and weaknesses mean that she is able to build on these, and prioritise and address areas for development.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 reorganising the assessment systems so that the children's key next steps link with the progress they are making in their learning 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 is given high priority. The childminder has a secure knowledge of child protection issues and the correct procedures to follow should she have a concern about a child in her care. She has recently attended training to ensure she is clear on her responsibilities for safeguarding and her knowledge is up-to-date. A clear and well written policy is given to parents to ensure that they are also aware of her role and procedures to be followed in the event of a concern. Effective and well documented risk assessments support the childminder in promoting safety both indoors and when on outings. The childminder ensures that a safe, but stimulating environment is provided to support children in their play and exploration, under her supportive supervision. She ensures that they learn about house rules and expectations as they start to make decisions that promote their own safety, for example, when using the slide and swings outside. There are

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the early years provision

highly effective systems for practising fire drills. An agreement is in place with a member of the childminder's family, who makes random telephone calls to prompt a drill. Regardless of where the childminder and children are in the home, or what they are doing, they all practise leaving the home safely. All fire drills are recorded detailing who is present, where they were, and how it went, with any issues or concerns that might have delayed their escape recorded.

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the early years provision

The childminder makes highly effective use of her time and home. She is very well organised, which allows her to focus and prioritise meeting the children's needs and dedicating her time to them. The childminder provides a warm, welcoming and relaxed family home, in which children are very comfortable in, making very good use of the space to move about and engage in their activities. There is highly effective organisation of resources and play equipment to encourage children to make independent and free choices in their play. Resources are clearly visible, well presented and clearly labelled.

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the early years provision

Children have an excellent introduction to equality and diversity. From an early age they learn to show respect and concern for others through highly positive behaviour management and role modelling from the childminder. They learn about diversity and difference through positive discussions with the childminder about what they see when out and about, and use books to further secure the discussion and understanding, for example, about disabilities. Planned themes and topics raise their awareness of different lifestyles, foods and traditions from around the world.

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the early years provision

The childminder has a highly effective and comprehensive range of well written policies, documents and paperwork to support her in her role and ensure that parents are well informed about her aims and practices. Highly effective organisation of paperwork means that they securely support the childminder in her role to ensure that children's welfare and well-being is promoted to a very high standard. Exceptional systems in place enable the childminder to successfully work in partnership with parents. The range of written documents and beneficial discussions means that both parties are well informed about expectations, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 practices, routines and needs. The childminder has a flexible approach to ensure that her service is tailored specifically to meet the needs of each family. For example, for those parents that request it, a highly effective daily diary is used to

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the early years provision

further add to the discussions about routines, achievements and any concerns from the childminder and at home. Regular newsletters and meetings about the children's learning and care needs further supports the communication and relationship. Parents take home their child's records of assessment every few months and are able to record and contribute towards the learning journey by adding their comments and making suggestions. The childminder is aware of her responsibility to link with other early years settings should the children attend any in the future and has already considered ways of working with them.

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the early years provision

The childminder is extremely motivated and has very highly effective systems in place to self-evaluate her own practice. This means she is able to clearly demonstrate her strengths and identify areas for development, which are prioritised and actioned promptly to bring about change. She is extremely professional in her approach and is self-motivated to learn and keep up-to-date with changes and child care issues and development. She seeks the views of the older children and parents to ensure that they are happy with her service and whether they have any suggestions for change. This highly positive attitude and approach means she is able to make ongoing and continuous improvements to her practice and provide outstanding levels of care and learning to the children and their families.

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and outcomes for children

Children have an excellent introduction to leading healthy lifestyles and keeping themselves safe. They enjoy daily outdoor activities to the local parks, beaches and other local places of interest, regardless of the weather, as well as using the large play equipment in the garden. They learn safe practices as they play and how to use the slide and swing safely. For example, the childminder is on hand, but allows a two-and-a-half-year-old to use the slide independently. She reminds the child of the expectations for safe use, which the child responds to by holding on. The child uses their natural instinct to tell them that they are safe and the child successfully and proudly goes down the slide safely. When out and about, children learn about road safety and stranger danger.

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and outcomes for children

Excellently developed planning and assessment systems means that the childminder is able to provide an extremely challenging, positive and stimulating curriculum for the children in her care. She has a strong awareness of the key next steps in their learning, that are agreed with parents to enable her to successfully ensure that the children make excellent progress in all areas of learning. Her records of assessment work very well to show the progress they are making, that are reviewed every few months. These are supported by photographs of the children at play, evidence of their creativity and mark making as well as entries in their daily diaries. Key next steps are identified, although these are not as clearly recorded to show the links with the learning as they are not always recorded in the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 assessment folders.

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and outcomes for children

Young children's social, language, communication and problem solving skills are prioritised. This means that they are confident learners with a very positive attitude and disposition to their learning, excited at new and familiar activities. For example, a two-and-a-half-year-old child excitedly shows the items they have collected from the beach with the childminder on the previous day. They study and name each item carefully. The childminder asks if they would like to play with them in the water tray outside. The child takes their bag with the collected treasures and empties them into the water. The childminder uses language with the child to learn about floating and sinking using the feather, stones, shells and a toy boat. The child repeats the new words and shows an understanding of the concepts as they repeat them on their own. The child is able to recognise that the feather floats and the stones sink.

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and outcomes for children

The child enjoys playing with the different sized containers in the water, splashing and pouring from one to another. They explore the effects of water when put into the dry sand tray. Using a funnel, the child pours the wet sand into it until it fills up. They try to get the sand out using their hands. The childminder steps in and asks the child how else they might be able to get the sand out. The child considers the question and decides to try pouring water on it. This works and the sand drains away. The childminder extends this further with lots of praise and encouragement and use of words such as 'stuck, fine, fast, slow, stop start, full and empty' to get the child to explore the funnel further using a jug of water and sand and moving a lever to change the rate of the flow. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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