St John of Beverley Roman Catholic Primary School, Beverley

Inspection report for early years provision

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Unique reference number 118032 Inspection date 06/07/2011 Inspector Martha Darkwah

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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 young adult children in the Pitshanger area in the London borough of Ealing. The whole ground floor of the house is mainly used for childminding, and there is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of six children at any one time and is currently minding three children under five years of age. All of whom attend on a part-time basis.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight, of whom no more than three may be in the early years age range at any one time. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is a member of the National Childminding Association.

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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 effectively supports children's needs in a safe and secure child- centred homely environment. Children enjoy a broad range of activities that adequately supports their learning about the local area and the world around them. Partnerships with parents are robustly emphasised to help children feel secure. The information that the adults share helps the staff to provide continuity of care for the children. Priority is given to providing an inclusive and well- resourced and safe environment. Children are making good progress in their learning given their age and individual starting points. The childminder sufficiently reflects on her practice in effective self-evaluation systems identifying ongoing areas for further development. However, children's access to information and communication technology resources is limited.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 obtain information from parents about who has legal contact with the child and who has parental responsibility for the child (Safeguarding and promoting children's welfare) 27/07/2011

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further?

To further improve the early years provision the registered person should: This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  improve children's access to battery operated and programmable toys.

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the early years provision

The childminder has a good understanding of safeguarding issues, reporting procedures and updates her knowledge through attending training. She has relevant contact details to hand should she have concerns about the children in her care. She is aware of the signs or symptoms that can indicate ill-treatment and she is ready to take prompt action if required. She shares information with parents so that they are aware of her responsibilities. All adults living in the household have had the necessary checks to ensure that they are suitable to care for children.

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the early years provision

Aspects of children's well-being in an emergency situation are promoted well overall because fire evacuations are practised. She holds a current paediatric first aid certificate, which helps her manage and protect children's health and has a well-stocked first aid box to be used effectively in an emergency. The childminder attentively evaluates safety issues in the home and when she takes children on outings. She records her risk assessments and takes steps to maintain a safe home environment by actions which include checking smoke alarms, attaching socket covers in areas where children play and by making use of safety gates strategically placed to keep children safe.

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the early years provision

The childminder demonstrates a good capacity to maintain continuous improvement. She effectively uses the self-evaluation process; fully reflecting on her practice and identifying further ways to improve and develop her service. She is committed to driving improvement to continually develop the quality of her provision. She draws on a range of sources to help evaluate her provision, such as feedback from parents and the children themselves. The childminder is skilled in recording accurately the provision's strengths and sets clear targets to work towards future improvements.

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the early years provision

Resources, some of which contain positive images of diversity, are organised well to allow children independence to self-select and make their own choices, as well as enjoy the planned activities offered. The childminder makes very good use of her home to offer children warm and comfortable play areas within a family environment. The childminder knows the children and meets their needs well; every child is recognised and valued for their individuality.

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the early years provision

Cultural diversity and inclusion is valued and respected well overall. Inclusive practice is promoted effectively. The childminder actively promotes respect for diversity and she ensures that children's cultural backgrounds are recognised and celebrated. Taken overall, resources and activities contribute effectively to children's future economic well-being.

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the early years provision

Good relationships with parents and children are at the heart of the care provided by this childminder. They are involved in establishing their children's starting points. The childminder gathers information from them regarding their children's routines, abilities, backgrounds, beliefs and medical history so that she can meet This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their individual needs.

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the early years provision

The childminder understands and is fully committed to the good systems to ensure effective working relationships with other professionals to benefit children fully. She has well-established links with specialist agencies for advice and guidance when there is a need.

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the early years provision

Useful information is posted in the entrance area for parents. The childminder has checked her documents to ensure that they meet the requirements of registration and in most respects they are correctly kept. However, she is yet to obtain information from parents about who has legal contact with the child; and who has parental responsibility for the child; which is in breech of a specific legal requirement.

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and outcomes for children

The childminder has a good knowledge and understanding of the early learning goals. She support children's learning continuously and the learning environment promotes children's play exploration effectively. Children learn to keep themselves safe through learning basic rules such as not running indoors and jumping on sofas. Children confidently move between the different rooms as the childminder has adequate resources, photographs and materials. She successfully supports them in becoming independent and active learners by the good deployment of resources. Children respond with delight as they are praised by the childminder. Children are treated with respect which enables them to develop a sense of security and belonging. They are enthusiastic and they show a sturdy desire to learn.

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and outcomes for children

The childminder observes and notes children's progress towards developmental milestones in all areas of learning; carefully noting what will be the next move in their learning and development. A detailed journal for each child is maintained which contains her observations, photographs and relevant notes documenting children's individual learning journeys, and this is shared with their parents on a regular basis. The childminder welcomes children of all abilities. She discusses and records children's individual needs with their parents and follows their instructions about their daily routines with care and attention to detail.

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and outcomes for children

Children show that they feel safe and secure in the home by their relaxed body language, good relationships with the childminder and their peers. Children can do some tidying up and know where each toy goes. They are developing skills for the future as they develop independence skills, learning how to communicate and form positive relationships. Children can count to 20 and beyond, and documents show that they can write their names and recognise the letters making up their names with their phonetic sounds. Numbers and letters are introduced through play activities and their routine when appropriate. However, information and communication technology resources available to children are limited. Taken overall, children are developing skills for the future as they develop independence This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 skills, learning how to communicate and form positive relationships.

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and outcomes for children

The childminder successfully encourages children to identify shapes and count, match and sort their toys. Children have free access to a range of puzzles, sorting shapes and books. Older children are making good progress in recognising numerals and use real objects to introduce ideas, such as how many, less than, more than and how tall, as they compare and count how many altogether. She takes every opportunity to extend children's vocabulary and understanding and focuses on their interests and involves children in meaningful discussions. For example, talking to children about how clouds are formed and helping children recall what happens when two colours are mixed together. She actively promotes the development of children's speech and language by talking to them as they play. Children respond and vocalise in their thoughts and express themselves well making contributions to their enjoyment when they are playing, sometime

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and outcomes for children

introducing educational games. Children enjoy a range of creative activities with the childminder at her home and at play centres. These activities include painting, sticking, crafts, model-making and exploring the properties of a range of media.

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and outcomes for children

The childminder follows well-established routines and procedures to maintain good standards of hygiene in the setting for the children. The childminder has a clear policy on healthy eating, which includes offering children suitable food and drinks, and helps them learn about good personal hygiene and healthy ways of eating.

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and outcomes for children

The childminder has established warm, consistent relationships with the children. She carefully considers their emotional well-being and helps them to develop self- esteem and confidence through positive praise and encouragement. At the same time, she teaches them to be kind and thoughtful towards others. She is very responsive to their needs, communicating with them and explaining clearly when certain behaviour is not encouraged. 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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