Leeming and Londonderry Community Primary School

Inspection report for early years provision

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Unique reference number 121293 Inspection date 15/03/2011 Inspector Catherine Greenwood

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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 1990. She lives with her husband and one of her adult children in a semi-detached house that is situated in a residential area of Westborough, near Guildford. The whole of the premises is suitable for childminding. There is a fully secure rear garden for outdoor play. The premises are near to local shops, parks and schools. The childminder's provision operates from Monday to Friday for most of the year. The childminder is registered on the Early Years Register and the compulsory and voluntary Childcare Registers to care for a maximum of six 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 four children in the early years. She also offers care to children aged over five years to 11 years, and has three children on roll in this age group. The childminder collects children from the local school and attends

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Description of the childminding

several toddler groups on a regular basis. She holds a National Vocational Qualification (NVQ) level three in childcare.

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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

Key strengths of the provision are related to the observant and supportive approach of the childminder, and her ability to communicate with parents to meet children's individual needs. This significantly enhances children's learning and development. Since the last inspection, the childminder has obtained an early years qualification that has increased her awareness of the quality of the provision. She has used this knowledge to introduce change that has improved outcomes for children, although some aspects of good practice have been overlooked.

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further?

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

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further?

 improve continuity and coherence by sharing relevant information with other practitioners where children receive education and care in more than one setting  improve the accessability of resources for children to create their own designs.

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the early years provision

Children's welfare is fully safeguarded because the childminder has a good knowledge of child protection procedures. Records of risk assessment are regularly reviewed and updated. Consequently, hazards and risks to children's safety are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 reduced. Since the last inspection, the childminder has completed a NVQ level 3 qualification.

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the early years provision

Recommendations made at the last inspection have been met. The childminder uses her observations of children and what they enjoy doing to evaluate the success of activities, and adapt what she does to meet their individual needs. Since the last inspection, she has implemented comprehensive learning journals for each child, and has increased her use of guidance to identify individual learning priorities. The childminder attends additional training workshops and homebased childcare seminars, which have expanded her knowledge of 'mark making' and special educational needs.

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the early years provision

The childminder has an inclusive approach and ensures that children are fully involved. Consequently, they are provided with a positive role model, which inspires them to include others within their play. There is a good range of accessible resources that provide children with a good variety of indoor and outdoor experiences. The childminder has a good awareness of what children enjoy most, such as playing inside large cardboard boxes. Targets for future improvement are clearly identified, including aims to increase the range of creative resources and activities.

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the early years provision

Communication with parents is good. The childminder keeps a daily diary which includes details of activities during the day, and children's developmental achievements. She shares children's learning journals with parents, and keeps them well informed about all aspects of the provision through daily communication and written procedures. Questionnaires' are used to obtain parents views about the provision. These identify that the childminder provides 'an excellent service' and include positive comments such as 'my child is delighted when we pull up outside the childminder's home' and ' I don't know what we would do without you and my child loves being with you' and 'the use of my child's daily diary is fantastic'. Partnership is satisfactory. The childminder has not yet taken steps to share information with other local early years provision that children attend, to promote continuity in their care and learning.

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and outcomes for children

Children make good progress in their learning and development. The childminder has a good knowledge of each child's progress and what they enjoy, such, as parachute games at toddler group. She responds with enthusiasm to the choices that children make, for example, as she joins in games of 'chase' around the garden. The childminder plans activities related to children's individual interests. For example, as a result of their recent interest in the story of the 'Gruffalo', she takes children to gardens where they run through the 'deep dark woods' looking for the 'Gruffalo'. The good relationships established with children can be seen as they ask her to tickle them, and enjoy physical contact games.

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and outcomes for children

Children are encouraged to achieve their aims and attempt things for themselves. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder stays close by to offer support when needed, and praises children for their achievements. For example, when they decide to hang upside down from a small garden slide, whilst supporting themselves on their hands, she shows them how to do this safely. Children are generally co-operative, and are given clear explanations about how to behave towards their peers. The childminder encourages children to share, for example, as they help themselves to fresh fruit at snack time. They are beginning to learn to take turns with using the play equipment, for example, as they wait to use a trampoline in the childminder's garden. Some children show consideration and kindness, as they find resources for their friends.

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and outcomes for children

Children benefit from a wide range of regular experiences. They take part in large group activities during weekly visits to a local toddler group, Sure Start centre and music group. They explore the local environment as they feed ducks on a pond, and play games of 'Pooh sticks' on a bridge over a stream. They go on outings to soft play facilities, and visit a garden centre where they look at reptiles, plants, and fish. Children show interest in books and are beginning to listen as the childminder reads favourite stories they request, such as, 'The Gruffalo'. The childminder has a good knowledge of when it is appropriate to join in children's play. She shows children how to use resources successfully and asks questions that encourage them to respond and engage in conversation. Children draw and make marks as they use chalks on an easel in the childminder's garden. They are beginning to recognise the sounds and names of letters of the alphabet, for example, as they

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and outcomes for children

say 'M' for mummy. The childminder extends this learning by showing them how to form the letters. Children are encouraged to notice and name colours as they take part in painting activities, and learn to count in numerical order during daily events.

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and outcomes for children

Children learn about the features of living things, for example, as they plant sunflowers and vegetables in the childminders garden. They help the childminder water the plants and pick and eat the produce. During the Summer, this learning is enhanced through visits to a ' pick your own' farm where they collect fruit such as strawberries and raspberries. Children's knowledge and understanding of diversity is promoted as they watch television programmes, such as, 'I'm special', and they are beginning to understand and use some simple sign language. They make dragon masks for Chinese New Year, eat pancakes on Pancake day, take part in Easter egg hunts, and make cards and chicks. Resources that reflect positive images and promote children's understanding of difference are made easily accessible for them to use within their play.

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and outcomes for children

Children enjoy outdoor play and are beginning to gain control of their movements as they kick footballs, jump on low level trampoline's and ride wheeled toys in the childminder's garden. They show energy and enthusiasm as they attempt unfamiliar challenges, for example, as they ride new three wheeled scooters. They develop control and co-ordination as they use the varied range of outdoor play equipment, crawl through a play tunnel, and with the childminders support use a slide. Children enjoy chasing and attempting to burst bubbles as the childminder operates a bubble machine in her garden. They play imaginatively with role play resources and initiate games such as 'hide and seek'. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children enjoy using playdough and paint pens which the childminder sets up in her garden. However, the limited range of indoor creative resources restricts their

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and outcomes for children

independent creativity. During outings to local toddler groups, children take part in singing activities and are starting to remember the words to rhymes and join in. Children learn how to behave in ways that are safe for themselves and others. Their understanding of danger is promoted through discussions about road safety, and as a result, they remember to walk on the inside of the pavement, and hold onto the pushchair. They show they feel safe and secure in the childminder's home as they look to her for affection and support. The childminder encourages children to eat well by giving them healthy choices of food and drink. They are protected from the risk of cross infection as the childminder follows good hygiene practice. 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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