Regis School

Inspection report for early years provision

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Unique reference number 104388 Inspection date 25/05/2011 Inspector Julie Wright

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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 in a village near Tavistock, with her husband, adult child and 15 year old child. The house is within walking distance of village facilities, including shops, a park and a pre-school. The whole of the ground floor is used for childminding, with access to the first floor for overnight care and the main bedroom, which is used for sleeping children during the day. There is a fully enclosed patio area and separate fenced garden area for outside play. The family have a dog and two birds.

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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 may care for a maximum of six children aged under eight years, three of whom may be in the early years age range, at any one time. When working with another childminder, a maximum of 12 children may be cared for, six of whom may be in the early years age range, at any one time. There are currently 25 children on roll, 13 of whom are in the early years age range. Registration includes overnight care for a maximum of one child at any one time. The childminder is a member of the National Childminding Association and the Devon Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder and her co-minder work well together to meet the individual needs of children in their care. Children settle quickly and enjoy their time in the safe and welcoming home. The childminder has begun to develop observation and assessment procedures with regard to children's development. However, systems to plan for children's progress and self-assessment procedures are not securely established. Suitable policies and procedures are in place to promote and safeguard children's welfare. Positive relationships with parents promote consistent care for children. The childminder demonstrates a sound capacity for continuous development.

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further?

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

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further?

 improve the observation and assessment of children's development and planning for their individual progress  develop systematic procedures to monitor and assess the effectiveness of the provision. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder completes written risk assessments of the premises and for outings. She makes daily checks to minimise the risk of accidents to children. Premises are secure and children are supervised at all times; for example, the childminder uses a sound monitor for children who sleep upstairs. Regular fire drills are carried out at different times so that all children learn about the emergency procedures. The childminder has a clear knowledge and awareness of the Local Safeguarding Children Board procedures. She attends child protection training and informs parents of all childcare policies. Records and documentation in respect of childcare arrangements are suitably maintained in order.

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the early years provision

The childminder organises her time and space well to meet children's personal needs and routines. The co-minders effectively arrange to take children to and from schools or pre-schools, and maintain ratios. They take account of younger children's sleeping and eating times to make sure that they are content. A good range of toys and equipment are available to promote most aspects of children's learning well. The garden is often used and is equipped with suitable resources for children to play with. The childminder promotes children's early understanding of safety and being healthy within everyday routines. She takes hygienic measures to prevent risk of cross-infection for children and encourages good hygiene practice. Suitable arrangements are in place for the provision of healthy snacks and packed lunches, to meet children's dietary requirements. The childminder has a positive approach to managing behaviour, which promotes children's social skills and self-

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the early years provision

The childminder has good working relationships with parents and communicates effectively with them. A daily message book is used for each of the younger children to keep parents well informed about routines and activities. Regular discussions take place in respect of children's welfare and achievements. Thank- you cards and letters from parents provide evidence of their gratitude towards the childminder. Satisfactory links are made with other providers of the Early Years Foundation Stage framework, where children attend more than one setting. For instance, the childminder has general discussions regarding children's care, although she has limited information on activities and progress. The childminder compiles a folder for each child with examples of their creativity, which they take home each term. Occasional observation notes are made and linked to some of the areas of learning. However, children's next steps are not clearly identified or

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the early years provision

planned for. Many activities are spontaneous, but limited planning and evaluation mean that children's learning is not consistently effective. The childminder has made improvements to practice since the last inspection. For example, previous recommendations are complete and various training courses have been undertaken. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children feel secure in the care of the childminder due to the effective introductory visits. They become familiar with the childminder and her family, forming close relationships. Children learn to socialise as they play together, or alongside each other, depending on their age. They move around with confidence, readily selecting toys and choosing activities. For example, babies and toddlers can easily reach toys to investigate. They push and pull buttons or levers and enjoy the different responses. The childminder sits on the floor to interact with and support younger children in their play. They climb onto her lap and benefit from the close contact. The childminder has a clear awareness of children's care needs, recognising when they are tired or hungry.

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and outcomes for children

Children take part in various creative activities and make requests for things that interest them. They sit at the kitchen table playing with dough, cutting, rolling and making shapes. Scissor skills develop as children learn to snip and then progress to cutting around pictures. These are glued into their books and taken home to show their families. Writing materials enable children to draw and colour in pictures. The childminder interacts with children to promote learning, such as, in colour, number and shape recognition. Children benefit from fresh air and exercise during outdoor play. In the garden they use toddler toys to climb, slide and push along. Chalks are available for them to make marks on the easel or floor. Visits to the park provide additional outdoor play opportunities and help children to become aware of their local community.

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and outcomes for children

Children select books and enjoy looking at them, learning to use them appropriately. They recognise and point to pictures, which they match to objects in the home. For example, children notice a picture of scissors and recall using them earlier. Toys and books reflect people with different backgrounds and needs, which contribute towards developing respect. Children explore different materials in sensory play, such as sand, foam and mud. They use some resources that help them discover how things work and to learn about technology. Children become aware of safety within the daily activities. For instance, they learn about road safety when going to and from school or pre-school. They learn to use equipment safely and carefully as they play. Children develop awareness of good hygiene through consistent routines and support from the childminder. Snack and meal times are sociable as everyone sits together and chats. Children enjoy fresh fruits,

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and outcomes for children

regular drinks and their packed lunches. They also plant runner beans to take home, which helps them learn how vegetables grow. 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 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 3 The extent to which children develop skills for the future 3

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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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