Netheravon With Fittleton CofE Primary School

Inspection report for early years provision

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Unique reference number 130220 Inspection date 23/08/2011 Inspector Suman Willis

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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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 1997 and lives with her husband and two children aged 15 years and 13 years in Potters Bar, Hertfordshire. The whole of the downstairs area of the childminders home is used for childminding purposes and there is access to a downstairs toilet. Children also have access to a fully enclosed outdoor play area. The family have a pet rabbit.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. A maximum of six children under eight years may attend at any one time. There are currently three children on roll, two of whom are in the early years age range.

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Description of the childminding

The childminder is a member of the National Childminding Association and accesses the local authority for support. She visits local childminder and toddler groups and is able to take and collect children to and from local schools and pre- schools.

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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

Children make good progress in their learning and development because the childminder works closely with parents to meet children's individual needs. The childminder organises activities and resources purposefully, enabling children to have access to a broad range of activities and experiences which promote their development. Procedures to monitor and extend children's progress are mostly good. Self-evaluation is used to good effect and enables the childminder to identify any training needs to further improve facilities for children.

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further?

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

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further?

 use observations and assessments to identify learning priorities and plan relevant and motivating learning experiences for each child.

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the early years provision

Children are safeguarded and well-protected because the childminder is knowledgeable about local safeguarding policies and has effective procedures in place. The childminder has recently updated her training in child protection and clearly demonstrates actions she would take if there were any concerns. For This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, up-to-date information of who to contact should she have any concerns is kept at hand. Parents are fully informed of the childminder's procedures. The childminder has a robust system in place to ensure children stay safe. For example, safety gates and locks are effectively used and regular risk assessments are carried out. The childminder understands the importance of carrying out fire drills so that all children know what to do in case of an emergency. Children have access to a safe outdoor garden. Therefore, children's learning and development is

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the early years provision

enhanced as they explore their environment with ease moving freely between the lounge and conservatory.

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the early years provision

The childminder has developed a comprehensive system to self-evaluate and uses this effectively to identify areas for improvement. For example, she has implemented the recommendation from the last inspection into her practice and procedures to ensure that children are fully safeguarded. She seeks advice from other groups and works closely with the National Childminding Association. The childminder has recently completed the 'Herts Quality Standard' to further improve her practice.

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the early years provision

The childminder continues to develop her knowledge about the Early Year's Foundation Stage by attending relevant courses which help to support children's learning and development. Interesting activities are planned to enable children to participate in a wide range of activities. All children are given ample opportunities to participate in a variety of activities which are adjusted to meet the needs of all children. For example, children have access to a wide variety of art and craft materials such as sticks, glitter, hay and shiny shapes, which are stored at different levels for different ages. Children are fully supported in their learning by the childminder to ensure that they thrive and make good progress.

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the early years provision

The childminder works closely with parents to ensure that they are kept fully informed. They receive a very informative newsletter at the end of each term. The childminder uses this opportunity to thank parents for their support and reinforces a close working relationship. A daily diary is also used to share information about the children's day-to-day activities to which parents can also contribute. This provides continuity of care, helping children to feel settled and secure. The childminder also obtains useful information about the children before they start. This ensures that their individual needs are sensitively met. The childminder works closely with parents of children who require additional support to ensure that children's individual needs are met. Transition between school and home is made easier for the children because the childminder values the importance of working closely with the school and parents to ensure that children are happy and make

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and outcomes for children

Children are happy and settled because the childminder provides a warm and caring environment which enables children to explore and learn safely. They learn This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 about road safety as they go on daily walks to and from school or on outings. Children confidently climb chairs to sit at the table when playing games. They are given ample opportunities to develop their large physical skills as they go for daily walks to the park, toddler group or use the slide/trampoline in the garden. Children eat a well- balanced diet such as fruit and sandwiches and have access to regular drinks. Therefore, children remain healthy and develop large motor skills while having regular exercise and fresh air. Activities are appropriately planned by the childminder to ensure that they have a wide range of experiences. For example, they are involved in creating collages using lolly sticks and hay to build a house, in

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and outcomes for children

line with the story of 'The Three Little Pigs'. Appropriate observations of children's development are regularly recorded to show the progress they are making. However, these are not used to inform planning for children's next steps. This means that they are not always fully challenged.

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and outcomes for children

Children are developing very good skills for the future as they imaginatively use small world toys to understand the adult world. For example, they pretend to take the childminder's blood pressure as they play doctors and nurses. Children are fully engrossed as they play a colour matching game and are delighted as the childminder praises them for getting the correct colour. They develop a good understanding of numbers and size as they compare the size of elephants and count number animals when playing with building blocks and play animals. Their communication and language skills are fully promoted and children are animated as they are read to. They snuggle up to the childminder on the comfortable beany seat and respond positively to the childminder's question as they read 'Hairy Maclary'. Children are positively encouraged to think and learn to solve problems. For example, children build with 'Duplo' and the childminder joins in extending

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and outcomes for children

their learning by asking them which animal they would like and how many beds are needed in the house. This helps to develop their confidence as they make choices. Consequently, children make good progress towards the early learning goals.

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and outcomes for children

Children learn about the wider world through role play. A broad range of small world toys and a good selection of books reflecting positive images are incorporated into their daily play. Activities are well-planned around festivals. For example, children made tiger masks last year to represent the year of the tiger celebrating Chinese New Year. This helps children to understand and value the differences in people and their cultures. Children are learning to develop their sense of smell as the childminder provides lemon-scented playdough. They are encouraged to show their feelings and have pictures of faces showing different emotions clearly displayed in the playroom. These have been drawn by the children. Therefore children feel confident in approaching the childminder if they are upset. Children behave well because the childminder provides a very calm and caring environment. They are motivated to learn because the childminder offers

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and outcomes for children

lots of praise and encouragement. Photographs, pictures, posters and art work created by the children are used to decorate their playroom. This makes children feel valued and respected. Older children are involved in drawing up positive behaviour rules and this is clearly displayed for all children to see and read. Therefore, children feel that they are making a positive contribution to well-being. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 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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