Boarzell College

Inspection report for early years provision

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Unique reference number 128871 Inspection date 23/06/2011 Inspector Marcia Robinson

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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 1999. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register to care for a maximum of four children under eight years of whom three may be in the early years age group. There are currently four children on roll of whom two are in the early years age group. The childminder lives with her two children, one adult and her 15 year old child in the London borough of Lewisham, close to local shops, parks, schools and public transport links. The ground and the first floor areas of the house is used for childminding and there is a small enclosed garden for outside play. The third floor of the house is not available to the children. The childminder 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 provides a warm, welcoming and highly inclusive homely environment. Deployment of resources and equalities and diversity are outstanding. Children access an excellent range of toys and resources that support their learning and development in all areas. Overall, effective liaison with parents ensures that the childminder knows the children very well and helps her to support their individual care needs. The childminder plans for children and undertakes regular observations of children's learning and play, although next steps for learning is not always followed through to closely monitor progress and development. The childminder demonstrates a positive attitude towards her ongoing professional development. This is achieved through some regular training and the childminder who has begun to complete her self-evaluation. She is receptive towards making minor improvements towards observations as well as

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The overall effectiveness of the early years provision

aspects of partnership with parents and others, in order to further support the good outcomes she provides for children.

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further?

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

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further?

 strengthen systems for observation and assessment by making sure next steps identified for individual children are clearly folllowed up and reviewed, in order to monitor progress  develop further the systems for maintaining a regular two-way flow of information between other early years providers, where children attend, to promote continuity of learning and development. Plus, consider extending the opportunities for parents to contribute to systems used for tracking learning and development on an ongoing basis to ensure they are fully involved in their child's learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder is well organised and professional in her approach. She has attended safeguarding training at level two, and demonstrates a good understanding of the associated issues, including the procedures to follow should she have any concerns. This is supported by a clear written safeguarding children policy which is shared with parents to ensure they are aware of the procedure. All adults living and working on the premises have been vetted to establish their suitability. Consequently, this supports children's well-being. Children play in a secure and safe environment because the childminder effectively minimises potential hazards by conducting regular risk assessments within the home and before embarking on outings and trips. This effectively reduces the risk of accidental injury. In addition, she takes the children on regular trips to local places of interest, using clear procedures to assess any risks. For example, she has

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the early years provision

detailed information when she takes children to the Horniman Museum. Deployment of resources is highly effective as the childminder makes good use of the time that children attend and organises a broad range of activities and outings that promote all areas of learning successfully. In addition, the home is well organised, creating a very welcoming, child friendly learning environment. The childminder has a comprehensive range of policies and procedures in place that reflect the good quality of care provided. Good systems are in place for promoting children's welfare. For example, children's arrival and departure times are accurately recorded and parental permission has been obtained for emergency medical treatment and outings. The childminder has completed an up to date paediatric first aid course. This enables her to know what to do in event of an emergency. The childminder frequently attends training, in order to keep her

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the early years provision

knowledge as up-to-date as possible. This effectively contributes to promoting children's welfare and learning.

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the early years provision

The children benefit from a fully inclusive environment because the childminder works closely with parents to ensure she has detailed knowledge of each child's background and needs. She adapts care where needed, for instance using familiar words from home to aid communication, or planning the day around each child's routine, so that high regard is given to promoting equality and diversity. The childminder engages with parents well. There is lots of information that is effectively shared with them about their children's time at her setting, through a daily exchange of information about their child's achievements, well-being and development. Through this continual communication process, parents are actively involved in significant decisions relating to the setting and their views and opinions valued. For instance, detailed information about children's starting points and their individual needs are agreed with parents when they first start, which provides the

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the early years provision

childminder with a secure basis from which to build upon children's learning and development. The childminder actively encourages parents to be involved in their children's learning. For example, she highlights their particular interests and lets children take resources home to share with their parents. However, other aspects, such as parents knowledge of their children's learning is not routinely incorporated into the ongoing planning, observation and assessment process to ensure they are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 fully involved in their child's learning. Nonetheless, the childminder is receptive towards developing this. She is also aware of the need to work in partnership with others, although she acknowledges the need to continue to build stronger links with the other early years settings that children attend to ensure continuity in their learning and care. The childminder does however, make good use of the local

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the early years provision

authority early years department, seeks regular contact with her network co- ordinator and the practitioners at the various community groups she attends. This enables her to gain good support with access to training and discussions, which in turn reflects well in her practice as she effectively promotes the Early Years Foundation Stage framework. The childminder constantly evaluates and reviews her practice and gathers ideas for future development, via questionnaires from parents and verbal feedback from children. Her commitment to personal development is good; she has positively addressed the recommendation made at the last inspection. This has resulted in improvements in the organisation of the provision being ensured. The childminder also keeps up to date by sharing ideas with other childcare providers, whilst listening to and acting upon any feedback from her network co-ordinator. This ensures continuous improvement and a

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the early years provision

service that is responsive to the needs of the children who attend and their families.

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and outcomes for children

Children are very settled in the childminder's care and show a strong sense of belonging as they confidently move around the home and help themselves to resources. Children also benefit because the childminder maintains a very clean and safe home environment where children learn to keep themselves safe, especially when going up and downstairs; while they also talk about road safety during play or when they are out and about. This is supported by regular interactive road safety activities that reinforce children's learning and understanding. Fire safety precautions are in place in the home, which are regularly practised and discussed with the children so they know what to do in an emergency. Children adopt simple good hygiene routines when they wash their hands after using the toilet, using separate hand towels for each child to avoid cross infection. They benefit from a healthy range of regular meals, which are

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and outcomes for children

mostly provided by parents, although exotic snacks such as sugar cane as well as access to fresh drinking water; further supports children's understanding of healthy eating and introduces them to new tastes. This is further enhanced through children's involvement in growing fruits and vegetables in the garden and by the range of books and posters in the home, relating to keeping healthy, to further promote children's understanding of healthy lifestyles. Children access daily opportunities for fresh air and large physical play as part of a healthy lifestyle, enjoying negotiating balancing equipment, running around and using climbing equipment. They make the best use of the space available in the childminder's small but cosy garden with areas for growing plants, observing nature or sitting and relaxing under the covered seating area. They enjoy regular walks and trips to local parks and children's play facilities, where their learning is enhanced because

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and outcomes for children

it is fun and educational for them. Consequently, children's welfare is promoted This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 well.

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and outcomes for children

Children make good progress towards the early learning goals. They settle quickly and are confident and well occupied in the childminder's care. They benefit from the childminder's good understanding of child development and of the Early Years Foundation Stage. This ensures that children are provided with a range of interesting and stimulating activities and learning experiences that are well based on the six areas of learning. The childminder has developed a generally good system for observing and assessing children's progress. Although the system for following up and reviewing their next steps is not yet fully developed. On a daily basis, children are busily engaged in an interesting range of age-appropriate resources and activities from which to choose from. For instance, they particularly enjoy craft activities where they concentrate well and develop their fine motor and imaginative skills. They also enjoy imaginative play; they use good resources when

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and outcomes for children

pretending to be a chef, using a range of props including tea sets and play food. Children are well behaved and respond positively to the childminder. She provides them with consistent encouragement and praise to confirm children's achievements as they play. The childminder effectively supports children's learning by planning further activities, such as story telling with a wide range of books including story sacks that introduce children to vocabulary that helps them to express their feelings and emotions safely. They are developing their awareness of number as they count well during play and develop their problem solving skills as they use a range of construction sets and puzzles. Children are developing a highly positive attitude towards other cultures, traditions and the wider world through a wide range of celebrations, visits in the local community, lively discussions and the excellent range of resources that promote all aspects of society and encourages

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and outcomes for children

children to talk about similarities and differences. Children show a keen interest in early information and communication technology, such as musical instruments and battery operated toys, and as they become independent learners. There is an extensive range of books which are easily accessible and available. These are clearly enjoyed by the children both independently and with the childminder. This is complimented with trips to the local library and the use of simple 'story sacks'' within the home. Taken together, these experiences, strongly promote children's future skills and their economic well being. 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 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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