Surrey House Infant School

Inspection report for early years provision

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Unique reference number 116135 Inspection date 29/06/2011 Inspector Susan McCourt

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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 as a childminder since 1995. She is registered to care for six children at any one time and is currently minding three children on a full- and part-time basis. She is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder lives with her husband and one adult child in a quiet residential road on the borders of Feltham and Bedfont. The property is close to schools and pre-schools. The minding is generally confined to the ground floor of the house where there is a dedicated play room during childminding hours. The childminder supports children with special educational needs and those with English as an additional language. Children have access to a securely enclosed rear garden and the childminder makes regular use of other play venues and groups.

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Description of the childminding

The childminder is a member of the National Childminding Association and her local Childminding Network. She has a Diploma in Home-based 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

The childminder meets the needs of the children in her care very well. She provides them with a warm and comfortable family environment in which to play and flourish. The childminder reflects on her practice and attends regular training to develop her skills. Also, her self-evaluation identifies her strengths and minor weaknesses very accurately such as improving choices for children, therefore her capacity for continuous improvement is good.

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further?

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

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further?

 enhance the continuous provision with a wider range of activities to support children's independence and choice.

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the early years provision

Children are well safeguarded. All adults in the house are checked and the childminder has comprehensive written policies and procedures, which underpins children's safety. The risk assessment is very thorough and covers the home, activities and outings to ensure that children are always safe when in the childminder's care. She holds fire drills regularly and records the outcomes, which supports children's safety in emergency situations. The childminder maintains her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 accident and medication records well so children's health and well-being is consistently supported. The childminder has a strong commitment to caring for children in a family environment and backs this up with regular training updates so that she is always in tune with best practice. She asks parents and children for their ideas, and reflects on her own practice continually, making small changes day

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the early years provision

to day and more major ones in the school holidays such as reorganising the garden room. The childminder's self-evaluation accurately tracks her strengths and areas for enhancement and she has successfully addressed the recommendations made at the last inspection.

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the early years provision

The childminder has a spacious and child-friendly home and children can move freely between the garden, house and garden room in their play, which is conducive to children's learning and independence. There is a wide range of play equipment available and the childminder supports children in choosing the activities they would like to have to follow their interests and ideas. The childminder is alongside children at all times, skilfully engaging them in play and being a playful companion in their games. The childminder has a good knowledge of each child's background and needs and ensures that her knowledge of other cultures is up to date by regularly enhancing her policy information. She is skilled at identifying when children may need additional support, and uses her contacts with other professionals to discuss simple strategies or create more formal individual plans as appropriate. This supports children's individual development and

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the early years provision

helps to address any achievement gaps. The childminder works with other day care settings that the children attend to establish cohesive and consistent care. Parents are given good daily verbal feedback about their child's day as well as a full and informative scrapbook of their child's achievements at the end of every year. The childminder strongly values the parents' views, and parents hold the childminder in the same high esteem, saying that they very much appreciate the loving family environment she provides for their children.

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and outcomes for children

The childminder provides a stimulating and homely learning environment for children with plenty of toys and play equipment to cover all the areas of learning. Some equipment is available through the day, such as books, rider toys and sand for example, while other activities are chosen as children develop their play, which provides them with choice and interest. However, it can also mean that children who are active learners and like lots of variety in their day spend time in tidying and getting new activities out rather than being able to move freely between chosen activities which are continuously available. The childminder has a good understanding of the Early Years Foundation Stage and is skilled at bringing out learning opportunities in children's self-chosen activities as well as in planned adult-led activities. For example, children count coins in a purse during free play and match numbers to groups of objects in more formal games. The childminder

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and outcomes for children

makes frequent meaningful observations and has a strong awareness of children's next steps, which she always has in mind when planning activities and playing alongside them. She makes the most of natural opportunities to bring out learning, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 such as embedding the language of turn taking when playing football with a child learning cooperative skills, so children are suitably challenged in their play.

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and outcomes for children

Children feel very safe in the childminder's care. They are well settled and secure, going to her for affection and support whenever they need her. They understand how to keep themselves safe because the childminder is clear and consistent about giving explanations. Children therefore understand that they must wear sun cream to stop their skin burning, for example. They also understand the importance of hygiene and wash their hands without prompting. Children make healthy choices in their food and drink options and help to prepare their snacks by cutting up the fruit. They relish opportunities to engage in physical play and enjoy a variety of play in the fresh air all year round.

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and outcomes for children

Children make good progress from their starting points and have lots of opportunities to engage in active independent play. Children show high levels of curiosity and can sustain play for lengthy periods, watching water trickle from different containers or finding buried 'treasure' in the sand tray. Children have good communication and language skills because the childminder is consistently alongside them, building their vocabulary, chatting about what they are doing and sharing their sense of wonder. Book times are of very good quality, as children are encouraged to talk about what they are reading and relate it to their own life, so a book about celebrations enables the child to describe family birthdays and her own love of dancing as well as developing pre-reading skills. Children enjoy different technological toys and settle down to 'do work' at a desk. Children's behaviour is good and they cooperate well to take turns and share toys. They have a great

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and outcomes for children

sense of belonging and take comfort from the childminder's presence. For example, children who are starting at a new setting are reassured that the childminder will take them there and pick them up. Children also show great pride in being able to do things themselves and be helpful by tidying and helping their peers. This all helps them to develop good skills for the future. 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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