Priory Green Junior School

Inspection report for early years provision

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Unique reference number 104337 Inspection date 21/07/2011 Inspector Elaine Douglas

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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 2000. She lives with her husband, who is also a registered childminder, and one of their two grown-up children. They are also registered foster carers. They live in a converted barn in Sampford Peverell, mid Devon. The area is rural, and has a primary school, doctor's surgery, and pre- school within one and a half miles of the family home. The whole of the ground floor is used for childminding and there is a fully enclosed garden for outside play. The family has two dogs.

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Description of the childminding

The childminder is registered to care for a maximum of eight children under eight years at any one time, when working with her co-minder. Of these no more than six children may be in the early years age range. They are currently minding four children in this age group. They also offer care to children aged over five years to10 years.

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Description of the childminding

The provision is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder drives to local schools to take and collect children. The childminder is a member of the Devon Childminding Association

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder has a an excellent awareness of treating each child as an individual and providing skilful interaction to support them in reaching their potential. The enabling environment provides very good access to resources inside and outside, and promotes a positive awareness of the wider world. Excellent partnerships benefit children and ensure their welfare and learning needs are met. Consequently, all children make very good progress, regardless of their starting points and abilities. Most documentation supports the childminder in providing an excellent service. The childminder has an passionate attitude to providing high quality care and uses systems such as self-evaluation to ensure continuous improvements.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 developing an overall tracking system of children's development to assist with identifying gaps in learning  extending the self-evaluation system to include a record of the actions for improvement in order to evidence the evaluation of their success. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Excellent security and procedures ensure children remain safe on and off the premises. Very good risk assessments are carried out and appropriate equipment installed to minimise risks to children. For example, stair gates prevent access to unsupervised areas while allowing children excellent opportunities to move around freely. The childminder has attended level 3 safeguarding training; she has a thorough awareness of child protection issues and the procedures to follow in the event of a concern. She provides constant supervision and ensures children develop an appropriate awareness of keeping themselves safe.

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the early years provision

Excellent access to the outside area enables children to select from a range of resources to meet their individual needs, for example different size bicycles with or without stabilisers. The childminder and her co-minder work extremely well together, deploying themselves effectively to meet individual needs and keep children safe. For example, one provides constant supervision of the children on the trampoline while the other checks on a sleeping child. This also enables children to have excellent opportunities to decide whether to play inside or outside. Consequently, children's individual learning needs are always met. Extensive use of the local environment promotes children's awareness of their own environment and diversity.

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the early years provision

The childminder works closely with the local pre-school, school and outside agencies to support individual children. The extremely positive partnership with parents includes the daily written and verbal exchange of information, in order to support children's development at the setting and at home. Policies are regularly reviewed and updated to ensure parents are well informed of the setting's procedures. A notice board displays all required information including the address of the regulator. Strong relationships enable the childminder to meet each child's individual needs and promote equal opportunities.

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the early years provision

Constant evaluation and a high commitment to personal development ensures that the childminder addresses any actions for continuous improvement. The childminder is currently working towards a level 3 childcare qualification and attends a wide range of relevant training. Children now have individual assessments as recommended by the local authority advisor. A checklist is now used to ensure that the first aid equipment remains in date, this was a recommendation made at the last inspection. The childminder has a very clear awareness of what her actions are for further improvement, although the self- evaluation systems do not include a record of the actions and their impact on outcomes for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are extremely confident in the childminder's home. They display high levels of independence and build excellent relationships with the childminder, her co-minder and each other. High quality interaction and an enabling environment ensure children's progress is often rapid, considering their starting points. Constant observation is recorded in the assessments and linked to the early learning goals. This is used very effectively to plan for children's next stages of development. Although a tracking system is not currently used to help the childminder identify any gaps in individual children's learning she does use the learning and development requirements to closely monitor their progress. Children are encouraged to have good listening skills and be inquisitive. The childminder challenges children sufficiently to encourage achievable new skills. Consequently, children are motivated to learn. Older children are actively involved in planning

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and outcomes for children

their own activities and children's interests are always used to promote learning.

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and outcomes for children

Children gain an exceptional awareness of safe and healthy practices through their daily routines and activities. Toddlers know to hold onto the rail when climbing down steps from the trampoline. Children engage in an extensive range of physical activities and learn new skills such as riding a bicycle. They regularly practice the emergency evacuation procedures. Electric gates keep children secure within the grounds and when the dogs bark even the youngest children say that a car is coming and know they have to be careful. Children make healthy choices from their lunch bags and fresh fruit is always available.

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and outcomes for children

The childminder provides an excellent role model treating children with respect. Consequently, children gain a well-developed awareness of right from wrong. The childminder provides a fully inclusive provision, adapting activities to ensure all can take part at their own level. Children gain a highly positive awareness of peoples differences and their own similarities. Cultural dolls prompt conversations about nationalities and traditional dress. Children are pleased to see each other when they arrive and confidently separate from their parents or carers.

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and outcomes for children

Older and more able children develop a wide vocabulary from the childminder pointing out words in the environment, naming groups and supporting thinking. For example, a child hears a helicopter and is encouraged to name other things which fly in the sky. When they mention an air ambulance the childminder points out the word emergency on the bicycle. Children choose to play games with the childminder and listen to instructions. Daily routines are skilfully used to teach children. For example, the childminder asks how many tomatoes the child has, how many they did have and so how many they have eaten. The child later comments that if they take one more away they will have only one left. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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