Ryecroft CofE Middle School

Inspection report for early years provision

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Unique reference number 145375 Inspection date 18/04/2011 Inspector Jan Moutter

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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 registered in 1993. She lives with her husband and two adult children, in the town of Trowbridge, Wiltshire. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The whole of the ground floor of the childminder's house is used for childminding and a bedroom on the first floor for sleeping. 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 six children when working alone or with an assistant, or for eight children when working with two assistants. She is currently caring for four children in the early years age range and one older child after school all on a part-time basis. The family have three pet cats.

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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 thrive in this welcoming, stimulating and safe setting where they are able to make good progress towards the early learning goals. The childminder has very effective partnerships in place with parents and other settings which children attend. This enhances her understanding of children's individual needs. The childminder evaluates most of her practice accurately and realistically, and has a positive approach to continuous improvement.

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further?

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

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further?

 monitor the outside play provision to ensure all six areas of learning are consistently available.

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the early years provision

The childminder demonstrates a good understanding of safeguarding children procedures, including possible symptoms of abuse and how to respond to concerns. She ensures that all the household members have appropriate background checks. She ensures that her home is welcoming, very clean and safe with a good range of well presented and easily accessible resources. The garden is fully enclosed and equipped with a range of outdoor play equipment when child go outside. However, the childminder does not fully monitor all the activities to ensure all six areas of learning are consistently available. Children learn to take care of their environment by growing their own vegetables and helping to tidy up. Effective risk assessments and good health and safety procedures ensure that This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children are safe at all times. For example, children are not allowed go out of sight

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the early years provision

or hearing especially when coming home from pre-school, the childminder supervises them closely such as when dogs off their lead's approach the children and their friends, when walking outside. There are a wide range of written policies and procedures that work very well in practice and the childminder is very thorough in providing copies of these to all parents. All records required for the safe and efficient management of the setting and in place clearly stating date of review and any action taken, to meet further the needs of all the children in her care.

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the early years provision

The childminder shows a strong commitment to equality and diversity. She warmly welcomes families from different backgrounds and is proactive in finding out about children's individual needs. For example, she has a good awareness of the children's individual needs and endeavours to gently gain their confidence in order to be able to support them fully in the setting. She offers several initial visits for new children and their parents to enhance the settling in process. She maintains written development records for the children she minds on the Early Years Register and the older children. With this consistently high standard of information she can tell the parents about their children's progress and encourage the parents to contribute to these. The childminder has also introduced parents to the Children's Centre Dad's session which helps families to gain more confidence in playing with their children while meeting and making new friends. Parents state that they are

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the early years provision

extremely happy with the childminder's care of their children commenting that she involves the children in decision-making and encourages them to think for themselves.

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the early years provision

The childminder also develops fully inclusive partnerships with the local school and pre-school. She actively seeks to share information with children's teachers so that she can extend school activities at home. This ensures good continuity between the school and other childminding environments.

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the early years provision

The childminder's self-evaluation processes are effective. She is aware of her many strengths and of areas for potential development. She is a member of the local childminding network and uses feedback from her coordinator to make improvements to her setting. She welcomes input from parents and shares ideas with other childminders. She is pursuing various training courses and wishes to increase her range of resources; these plans are likely to enhance already effective practice.

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and outcomes for children

Children settle quickly on arrival in the setting and are keen to explore the interesting range of resources. Young children are eager to move freely round the play area and sample various toys. Older children make themselves comfortable and play confidently with their siblings and all the while the childminder is answering their questions and getting them to think about what they are playing with. All the children are able to choose resources freely. As a result they initiate This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their own activities, such as dressing up and sharing clothes. They benefit from a wide range of activities planned by the childminder, such as cooking, painting, role-play, games and puzzles. They are confident in the childminder's company and benefit from her close attention and support. The childminder builds on what children enjoy and incorporates small challenges into everyday activities to help

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and outcomes for children

Children have a good opportunities to spend time outdoors and in the local community on a daily basis. They enjoy socialising, visiting the local parks, library and other childminders. The family's three cats help the children to learn about the responsibility of caring for the needs of pets. This effectively enables them to develop further their physical skills and knowledge of the world around them.

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and outcomes for children

Children learn about a healthy lifestyle as the childminder operates a healthy eating policy and encourages the children to wash their hands before eating and after using the toilet. Young children can rest and sleep according to their individual needs and routines. Children learn to keep themselves safe as the childminder teaches them about road safety when out in the community and also uses the many resources available at the children's centre to support the children's understanding. They learn how to respond appropriately to strangers and how to evacuate from the childminder's home in the event of an emergency.

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and outcomes for children

Children have good opportunities to build strong relationships and learn to respect each other. For example, the childminder works with other minders planning activities together and the end products of colourful pictures and charts, can be clearly seem on wall displays. The children develop positive attitudes to people, learn to share and explore their surroundings with confidence. Young children and babies are beginning to develop their early fundamental skills and actively explore their surrounding with curiosity and interest with the childminder's support. The childminder has an in-depth knowledge of the children in her care and all children are valued and included, which helps them develop high levels of self-esteem. They have access to a good variety of resources that promote positive images of diversity in their daily play, helping them develop respect for others.

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and outcomes for children

The childminder maintains useful observations of children's progress and links these well to the Early Years Foundation Stage. She carefully considers children's next steps in learning and incorporates these into her future planning to help children make progress. She uses the Early Years Foundation Stage practice guidance effectively to assess children's progress and identify any gaps in their learning. The childminder is an excellent role model to the children and is calm and consistent in her manner with regard to her behaviour management techniques. Children play together co-operatively, they share and take turns and their behaviour is extremely good. 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 1 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 1 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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