Winchelsea Primary School Ruskington

Inspection report for early years provision

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Unique reference number 120496 Inspection date 08/06/2011 Inspector Cathy Hill

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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 1989. She lives with her partner and adult daughter, aged 25 years, in a house in Addlestone, Surrey. The ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outdoor play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of six children under eight years at any one time, of which, no more than three may be in the early years age group. She is currently minding three children in this age group at various times during the week. She also offers care to children aged over five years to 11 years. The childminder walks to local schools to take and collect children. She attends the local parent/toddler group and takes children to the local park.

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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 childminder is positive and enthusiastic about her role and provides a warm and welcoming family environment for children's care and learning. Children are very happy and have fun as they play. Overall, inclusive practice is well promoted and children have equal opportunity to access activities and resources appropriate to their age and stage of learning. A range of generally well detailed documentation is in place to support the childminder's practice in most areas. Her capacity for continuous improvement is good and she has addressed the recommendation raised at her last inspection, which related to documentation.

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further?

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

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further?

 improve children's learning records by showing the learning objectives of their next steps and by tracking their development in all areas  develop a flow of information between other providers involved in children's care and education  develop self-evaluation systems, for example, by using Ofsted's self- evaluation form as the basis for an ongoing review of practice.

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the early years provision

The childminder organises her time and space well to provide children with a variety of activities and play both within and outside the home. A good range of toys are freely accessible to children which support skill development in all areas. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children are totally at ease in the childminder's care and turn to her readily for support showing that secure trusting relationships are established. Children's welfare is safeguarded well. The childminder has a child protection policy to support her practice and maintains relevant safeguarding information on file for reference. She has attended safeguarding training and is proactive in attending workshops to update her knowledge of this area. The childminder has risk assessed her home to ensure children play safely. She has identified and minimised hazards, for example, using safety gates to prohibit access to the

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the early years provision

kitchen or stairs. All children are treated with equal concern and the childminder ensures all children are included in play. For example, during snowy weather she brought some snow in for a child to safely explore when he was unable to go out into the cold for health reasons. The childminder has established good partnerships with parents and a flow of information between one, but not all, of the other providers involved with children's care and education. She keeps parents informed about their child through daily discussion. Parents are ''very happy'' with the care provided and find the childminder is ''totally professional'' and ''flexible and reliable''. They state that she ''makes the happiness, comfort, well-being and stimulation of children in her care her number one priority''. The childminder has no formal self-evaluation system but does reflect on her practice and seek to continually improve. She

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the early years provision

extends her resources to meet children's changing developmental needs and is proactive in attending training to update her first aid certificate and her safeguarding knowledge.

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and outcomes for children

Children are making good progress with their learning and have daily opportunities to access activities and resources which help develop their future skills. They show a motivation to learn as they actively engage in play. The childminder knows the children in her care very well and interacts sensitively with play to challenge and further extend children's thinking. She maintains learning journey records for all children in her care in which she tracks their development in some areas. Written observations, supported by photographic evidence, show children have engaged in activities, such as outings to the park where they used large fixed play equipment to further develop their physical skills. The childminder records children's next steps in learning, although these do not detail the learning objectives of planned activities. Children are confident communicators and chat freely to the childminder. They show an interest in literature as they freely select a book to sit and look at.

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and outcomes for children

They absorb themselves in imaginary play with dolls and settle their dolls to sleep on the sofa, gently covering them with sheets. They pick up a doll and the childminder develops their understanding of comparative language as she asks them whether it is the biggest doll. Children ask the childminder to help them dress the doll and the childminder reinforces children's awareness of colour as she talks about the purple cardigan they hold. The childminder encourages children to do the buttons up on the cardigan which aids their hand-eye coordination. Children notice similarities as they pick up some purple leggings to match the cardigan. They enjoy creative play at the table where they sit with the childminder to model This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 with dough. Children make different size balls and use a cutter to make a blue horse shape. The childminder cuts out duck shapes and asks children how many

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and outcomes for children

she has and they quickly and confidently count four ducks on the table.

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and outcomes for children

Children's behaviour is very good and they show consideration for others as they play. For example, they lay out some plates and share out play food on the plates before offering a plate of food to all in the room. They develop in self-esteem as a consequence of the praise the childminder gives them during play. The childminder works in partnership with parents to meet children's dietary requirements and ensures children have daily opportunities for exercise and play in the fresh air. Children move freely, safely and confidently around the minding areas. They learn the safe use of tools, for example cutting a mushroom under the supervision of the childminder, and take part in practises of the childminder's emergency evacuation plan. This helps develop their awareness of how to keep themselves safe in the childminder's home. 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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