Ashtree Primary School and Nursery

Inspection report for early years provision

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Unique reference number 117352 Inspection date 09/08/2011 Inspector Anne-Marie Moyse

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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 1986 and moved to her current premises in Mannamead, Plymouth in 2009. She lives with her husband and two cats in a three bedroom house. Children are cared for on the ground floor of her home, which consists of a lounge / dining room, kitchen and utility room. The rear garden is very steep and currently unsuitable for young children. Children are taken to local parks for fresh air and exercise. They also walk to visit the library. Children have supervised access to the first floor to use the bathroom. Access to the house is via steep steps.

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Description of the childminding

The childminder is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register to care for up to six children under the age of eight, three of whom can be in the early years age range. The childminder currently has six children under eight years on roll, of whom five are in the early years age range.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children and parents are given a warm welcome, and information is exchanged regularly so children's unique needs are known and respected. The experienced childminder provides a range of interesting activities which engages children and promotes their learning satisfactorily. However, resources to promote children's understanding of social diversity are limited. Assessment systems are in place but the information is not consistently used well to plan for children's learning priorities. The childminder's future plans for the provision are limited but are likely to bring some improvement as she has addressed all recommendations from the previous inspection.

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further?

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

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further?

 improve knowledge and understanding of the learning and development requirements including further development of the observation system in place to clearly identify the next steps in children''s learning and development, including evaluation for success or improvement  provide positive images that challenge children's thinking and help them to embrace differences in gender, ethnicity, language, religion, culture, special educational needs and disabilities  develop further systems of self evaluation to identify the setting's strengths and priorities for development that will improve the quality of provision for all children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children play and learn in a comfortable and safe environment, where resources are easily accessible, enabling children to make choices and develop their independence. The childminder minimises hazards and maintains a basic record of her risk assessment of the home. She supervises children closely at all times, and encourages them to recognise safety issues to promote their wellbeing. All the required documentation is in place, and adequately maintained. Standard policies have been adopted, and provide guidance to the childminder and parents on the safe management of the setting. The childminder has a sound understanding of safeguarding children's welfare and in following the appropriate procedures should she have any concerns.

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the early years provision

Parents are fulsome in their praise for the childminder, and value her 'approachable' nature. Parents feel 'fortunate' that their children have benefited from the consistent caring environment the childminder has offered, where their children are 'happy and feel secure'. There is a regular exchange of information with parents; for example, parents receive daily information on their child's day and the types of activities they have enjoyed. They work closely with the childminder in supporting children's developmental needs. The childminder understands the value in developing positive relationships with other providers of the Early Years Foundation Stage if children attend more than one setting, to promote consistency.

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the early years provision

Children are offered a broad range activities and adequate resources which they enjoy, and which supports their learning appropriately. The childminder has started to develop more formal observation systems to monitor children's development. She makes notes of each child's learning and development, but is not yet fully confident in making links to the areas of learning or planning purposeful activities to challenge children to take their next steps in their development. The childminder interacts with the children well, encouraging all children to play harmoniously together to foster an inclusive environment. However, resources to extend children's understanding of diversity in society are limited. The childminder has responded positively to feedback from local authority advisers and taken action in- line with their suggestions for improvements. She has not yet fully implemented her own self-evaluation systems in order to identify and drive improvements

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and outcomes for children

Children are confident and developing their independence as they feel secure in the childminders care. They have formed close bonds with others present, and generally play cooperatively with each other. They are beginning to recognise others' needs, sharing and helping each other in their play. They respond positively This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to the requests of the childminder, such as helping to tidy away toys so they can play safely. Children are developing their curiosity and show excitement as they make new discoveries, such as the reaction of pushing buttons on the toy toaster. Children's communication and language skills are developed as children enjoy reading stories and singing action songs, making connections to the sounds of the rhyming words. They become engaged and concentrate as they make marks, draw and develop their coordination, using a variety of pencils and pens on different

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and outcomes for children

surfaces such as wipe clean books and paper. They develop their learning as they become engrossed in tearing paper along the perforations, fascinated as they listen to the noise and recognising that they now have two pieces. Children are taught to be aware of the environment as they help to collect used paper and place it in the bag for recycling.

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and outcomes for children

Children choose what to play with from the safe and appealing toys on offer. They are encouraged to develop their imagination and skills as they, for example, create fences and pens for the plastic farm animals with the wooden blocks. Children's construction skills are further developed as they build and join plastic blocks and animal shapes. They laugh and express their thoughts as they create unusual combinations such as part elephant and part dinosaur, recognising that they don't match. Messy play, such as dough, supports children's manipulative skills and control, as they use the various tools appropriately to cut, join and mould.

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and outcomes for children

Children's health and hygiene is fostered appropriately by the childminders approach to providing a clean and well presented home. Children follow appropriate personal hygiene routines, such as potty training and eating habits. They are offered healthy options, such as sandwiches, yoghurts and fruit for lunch, with plenty of drinks to quench their thirst. Daily walks to the park or other play areas help children's physical development. It provides them opportunity to explore the local community and find out about nature, such as finding an unusual caterpillar. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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