St Andrew the Apostle Catholic Primary School

Inspection report for early years provision

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Unique reference number 104470 Inspection date 20/06/2011 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 has been registered since 1996. She lives with her husband, two adult children and two children aged 12 and seven years. They live in Abbotskerswell, near Newton Abbot in Devon. The ground floor is the main area used for childminding and there are two designated bedrooms on the first floor for children who need to sleep during the day. An enclosed garden is available for outdoor play. The family has two dogs and three cats. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children aged under eight years at any one time, three of whom may be in the early years age range. There are currently seven children on roll, four of whom are in the early years age range. The childminder takes children on regular outings and occasionally attends local carer and toddler groups.

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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 provides a safe and welcoming home in which children learn through play. Children are happy and well-cared for, making good progress in their overall development. Overall, reasonable systems to monitor and plan for children's individual development are in place. The childminder has positive relationships with parents and others, to promote consistent care for children. She reflects on children's changing needs and continues to develop and improve her practice.

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further?

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

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further?

 develop the observation and assessment procedures to clearly identify children's stage of development and to plan for their next steps.

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the early years provision

Children's welfare is promoted well by the childminder who reviews and updates all childcare policies and procedures to reflect current guidance. She attends relevant training and has clear awareness of procedures to safeguard children's welfare. Parents receive copies of the health and safety policies, which inform them of the childminder's responsibilities. Risk assessments are completed to identify and minimise hazards, both on and off the premises. Safe arrangements for outings are in place, including written consents from parents. The childminder carries This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 emergency contact details with her and provides approved car seats for children. Fire safety equipment is fitted in the house and the drill is practised on a regular basis. Records and documentation required for childminding purposes are in clear order.

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the early years provision

The childminder plans good, consistent routines to meet the individual needs of children in her care. For example, she takes account of their sleep and mealtimes, which means that children are content. Space is clearly organised and resources are in good condition. Toys are stored safely and made accessible so that children can make independent choices. The childminder has a good awareness of children's preferences and follows their interests in play. She praises and encourages children in their activities, which promotes self-esteem and positive behaviour. Children are learning about wider society as they talk about differences and play with resources that show positive images of diversity.

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the early years provision

The childminder has very good relationships with the children and their families. She works closely with parents to support children in their development. For example, a consistent approach is applied when children are potty or toilet training. Frequent discussions are held with parents in respect of children's welfare. The childminder observes children as they play and makes notes in a daily of general activities. She has a collective book with photographs and examples of children's creativity. However, this does not clearly identify children's individual stage of development and the next steps in their learning and development. The childminder evaluates her practice and actively seeks feedback from parents. Comments confirm that parents are very happy with the provision of care. They include how 'children love being part of an extended family' and how well children's language skills develop. The childminder has good links with other

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the early years provision

providers of the Early Years Foundation Stage framework, where children attend more than one setting. This effectively contributes to meeting children's needs and promoting welfare. Since the last inspection the childminder has attended training on the Early Years Foundation Stage, First Aid and Safeguarding. She has completed previous inspection recommendations and demonstrates a clear capacity for continuous improvement.

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and outcomes for children

Children form close attachments to the childminder and her family. They develop friendships with each other, learning to share and play well from an early age. This means that children feel secure and make good progress in their personal, social and emotional development. Children are comfortable in the childminder's home and explore their surroundings with confidence. They move from room to room selecting toys and playing together. For example, children sit on wheeled toys and carefully ride around the ground floor. In the playroom they hide or play imaginatively in the tent house. Children build constructively with bricks, making models and towers. This promotes hand-eye coordination and use of mathematical language. For instance, children talk about how high or big things are. They use sand and water in the garden, which helps them to learn about quantity and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Creative play provides good opportunities for children to use a variety of tools, equipment and materials. For example, they cut with scissors and make collages with glue, glitter and feathers. Children paint, draw and colour-in as they express their creativity and develop earliest literacy skills. They learn how things work as they push buttons or pull levers on toys. Young children show their awareness of everyday technology as they play. For instance, they use replica household items in role play, including mobile phones. The childminder provides age-appropriate books for children, which they learn to use with care. Children develop concentration as they listen to stories and look at pictures.

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and outcomes for children

Children benefit from fresh air and exercise during frequent outings. They walk the family dogs with the childminder and visit local attractions. For example, they go to parks, nature areas and the beach. Everyday routines help children to develop good hygiene practice. The childminder prevents the risk of cross-infection and promotes children's health. Individual arrangements are made in respect of food and drink, to meet children's dietary requirements. Children develop physical skills and coordination as they climb, swing and play on see-saws. They show interest in nature as they learn about wildlife. In the garden they help to plant and water flowers as they learn how things grow. Children are familiar with the routines and respond well to the childminder. This contributes to their health and safety as they understand the age-appropriate expectations of behaviour. For example, they follow good hygiene routines and learn to be careful. Children behave well and

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and outcomes for children

develop positive attitudes in the care of the childminder. 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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