Wychall Primary School

Inspection report for early years provision

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Unique reference number 132075 Inspection date 22/06/2011 Inspector Jane Nelson

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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 with her husband and two adult children in a house in Kingston Upon Thames in Surrey, close to shops, parks, schools and public transport links. All areas of the home are available for use for childminding, but mainly the play room and bathroom on the ground floor and the kitchen and bathroom on the first floor are used. There is a fully enclosed garden for outside play. The family have a pet tortoise.

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Description of the childminding

The childminder is registered by Ofsted on the Early Year register, compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of six children under eight years, three of whom may be in the early years age range, at any one time. The childminder is currently caring for three children in the early years age range. She also offers care to children aged over five years to 11 years and is currently caring for one child of school age. The childminder collects children from the local school and attends local toddler groups regularly. The childminder has a Montessori teaching qualification.

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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 uses her experience and secure knowledge of children's individual needs and personalities to plan and provide a good range of play experiences that children enjoy. Self-evaluation is used effectively to reflect on practice and identify most areas where future development is best targeted. Good relationships with parents are promoted. The childminder is aware of the need to work with other settings children attend.

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further?

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

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further?

 develop the use of observations and assessment to reflect children's progress overtime and consistently identify their next steps  develop the use of self-evaluation to include reviewing information provided by parents in response to feedback questionnaires

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the early years provision

The childminder is aware of her responsibilities relating to child protection, and the procedures to follow if concerns arise, or an allegation is made relating to her. Risk assessments are used effectively to monitor safety in areas used by children, and the required record is maintained. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The main areas used by children in the childminder's home are focused towards children's needs with various activities and play materials set out for them to investigate, choose from and initiate their own play. A good range of play materials, and equipment are provided, some of which is easily accessible to children enabling them to help themselves. The childminder supports children well in their play, making suggestions and supporting children as they play and investigate.

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the early years provision

The childminder has many years of experience as a childminder and keeps herself updated with developments through attending training, contact with other childminders and advice from the local authority, demonstrating a good commitment to ongoing improvement. The required records and documentation are maintained. Good use is made of local resources such as children's centres and drop in groups to compliment home based play. Self-evaluation is used effectively by the childminder to reflect on her own practice and consolidate what is working well. Parents views contribute to this process however, an area highlighted in recent questionnaires, has not yet been reviewed by the childminder.

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the early years provision

Relationships with parents are good, information is shared verbally and though daily diaries, in which parents also record information in, such as, the food children have got in their lunch boxes each day. Parents views are sought through questionnaires and their responses are positive. Observations relating to children's development are recorded, however, these are not yet fully developed to reflect children's progress over time and consistently identify their next steps. The childminder uses her knowledge of the individual children and their developmental stage to focus support and plan a good range of activities and play experiences that children enjoy.

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and outcomes for children

Children have access to a good range of play opportunities that encourage their learning and development and are helping them to develop skills they will use in the future.

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and outcomes for children

Children enjoy investigating a selection of recycled every day containers located in a box in the kitchen. They sort through the containers, and at the childminder's suggestion, try putting smaller objects inside larger containers with screw top lids. Children watch the childminder as she demonstrates how to screw the lids on. They then copy her putting the smaller objects inside, the container, replacing and screwing on the lid, then shaking the container. Children listen to the different noises the contents make, before unscrewing and removing the lids. They repeat this activity several times. Children concentrate and persist at individual activities relating to their current interest. For example children concentrate on completing different levels of puzzles, carefully studying the puzzle, and trying to fit the different shapes together. The childminder is nearby and makes suggestions about This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

where they may try to position pieces so they fit. Children take pride in their achievements and proudly show the puzzle in the box when they have finished, carefully replacing the lid on the box. The childminder praises children and suggests a more complicated puzzle which children work hard at trying to complete and with the childminder's help, they succeed. The childminder talks about shapes, size, colour and matching as children play, linking the conversation to the puzzle they are completing and the drawing activity they are doing. Children help themselves to glitter sticks, pencils and felt tip pens from boxes the childminder puts on the table. They draw on paper with the felt tip pens, replacing the lid on each pen as they finish using it. Children shake the glitter sticks and press them onto the paper making patterns with the glitter.

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and outcomes for children

Children are happy, and enjoy their time with each other and the childminder. They demonstrate they feel safe and secure with the childminder by showing and receiving affection, approaching her for help when needed and chatting to her as they play. Children cuddle into large soft animal toys on the floor in the play room; they snuggle into the toys and make themselves comfortable, by lying or sitting on them. Children are developing an awareness of their own safety, for example, they use the stairs, with the childminder closely supervising them. They hold onto the hand rail and move carefully, walking slowly upstairs to the kitchen, for their snack and at lunch time. Children negotiate space in the kitchen, as they move carefully round the table to reach their chair or help themselves to some toys in a box on the floor. Children follow familiar routines that encourage their understanding of their own hygiene, rushing excitedly to the bathroom to wash their hands before

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and outcomes for children

Children enjoy looking at books and help themselves to favourites from a selection in the play room. They sit cosily on the childminder's knee and look at the illustrations of different trains in the book. The childminder opens the door into the garden so that children can choose whether to go outside or play inside. She positions herself near the door so that she can safely supervise both areas. Children continue their interest in the trains in the book and indicate to the childminder they want some trains from the bottom of a box, which the childminder helps them reach and they take out into the garden.

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and outcomes for children

Children enjoy healthy food and snacks provided by their parents, and sit comfortably in booster seats at the table to eat their food. Children's physical development and good health is encouraged through daily fresh air and exercise. They climb on a small climbing cube in the childminder's garden, enjoy walks with her in the local area and visit local parks. Children regularly visit the local children's centre and drop in groups with the childminder where they socialise in a larger group of children. Children see the wider world and differences reflected in posters and art work in the childminder's home, and in books and resources they use daily. 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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