Chawleigh Primary School

Inspection report for early years provision

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Unique reference number 128684 Inspection date 03/06/2011 Inspector Silvia Richardson

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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 1997. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered for a maximum of six children under eight years of whom three may be in the early years age group. There are currently nine children on roll of whom five are in the early years age group. Children attend various sessions on a part time basis. The setting does not receive funding for the provision of free early education for children aged two, three or four. The childminder lives with her husband, who is registered as an assistant, and their two children aged 17 and 11 years. They live in a house close to shops, parks, library, community groups and public transport links. There is on and off-street parking available. The whole of the property is suitable for childminding and there is a fully enclosed garden available for outside play. The family keep fish in an enclosed indoor tank. They

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Description of the childminding

have one cat and two dwarf hamsters as pets. The childminder holds the National Vocational Qualification (NVQ): Early Years Care and Education Level 3. She is a member of a Childminding Network, National Childminders Association, Bunbury Childminders Project and a Bunbury Management Committee Member.

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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 are very happy, settled and enjoying an excellent range of resources and activities. Children play confidently and enjoy warm and secure relationships with others. The childminder skilfully manages mixed age and ability groups, successfully promoting inclusion. Children are valued as individuals and most make substantial progress from their starting points. Partnerships with other agencies are generally good and the childminder establishes positive relationships with parents and carers. The childminder has a strong capacity for continuous improvement, taking advantage of further training opportunities, striving towards best possible outcomes for children.

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further?

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

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further?

 further develop partnerships with other agencies.

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the early years provision

Children are safeguarded well in the setting with robust policies and procedures underpinning best practice. The childminder has a strong knowledge and understanding of safety issues and takes every opportunity to promote children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning of how to stay safe in a range of situations. Risk assessment includes evaluation of community activities and children's response to these. The childminder has an exceptionally warm and calm approach, enabling her to respond effectively to the individual needs of children, while providing inclusive learning experiences. Resources are very well deployed and organised, encouraging children to make independent selections and choices. The childminder arranges available play space and activities really well, affording equality of opportunities and easy access to outside play.

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the early years provision

Parents and carers are engaged well and receive a good deal of information about the setting, including photographs of activities. Daily discussion, diary and contact books are effectively supporting the exchange of information and promoting good communication. The childminder seeks the views of parents and carers and constantly strives to provide flexible arrangements that meet their needs and promote children's welfare and learning. The childminder has no children on roll with learning difficulties or disabilities but does have children who attend other settings, such as nursery and school. The childminder liaises on behalf of parents, such as passing on messages and maintains strong links through exchanging information between school, nursery and home, keeping all parties well informed of issues relating to welfare. The childminder is less familiar with children's learning needs in other settings, as partnerships, such as with reception class, are

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the early years provision

not extended to working together on bridging any gaps in learning.

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the early years provision

The setting is led and managed well with much supporting documentary evidence, promoting accountability and children's welfare. The childminder evaluates her provision well has produced a comprehensive written self evaluation which is accurate appraisal of good outcomes for children. She has successfully evaluated individual activities offered to children, such as a community music session, concluding that the aims were achieved and had a positive impact on children's learning. The childminder effectively drives improvement through updating her knowledge and skills, so that she continually offers children fresh ideas and new and exciting learning experiences.

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and outcomes for children

Children enjoy using an excellent range of resources across all areas of learning and fully representative of a diverse society. Children are very confident selecting toys, materials and equipment and play purposefully and constructively. The childminder actively promotes children's learning and acquisition of skills, through talking to them about what they are doing, extending their ideas and developing their speech and language. Children take part in a good range and balance activities including easy access to the well equipped garden and planned sessions at community groups. The childminder observes children well and plans effectively for next steps in their learning, helping pre-school children make considerable progress towards the expectations of the early learning goals. Children enjoy their activities and achieve well, because the childminder is attentive to their needs and creates a well resourced environment with highly stimulating play and learning

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 experiences.

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and outcomes for children

Children are encouraged to adopt a healthy lifestyle through good opportunities for physical activity, including trips to the park and walking to community groups and school. The childminder teaches and encourages good personal hygiene habits, such as ensuring children have a clear understanding of the importance of hand washing. Children feel safe in the setting through close and trusting relationships with the childminder and other children. They have opportunities throughout their routines to learn about safety and make a positive contribution, sharing well, taking turns and helping to tidy away resources. Children's racial and cultural heritage is highly valued and they enjoy learning about differences through discussion and practical activities. Children are highly capable, independent learners. They are acquiring a broad range of skills for the future, though interesting and motivating activities, in a well organised and supportive home

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and outcomes for children

setting. 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 2 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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