St Vincent's Catholic Primary School

Inspection report for early years provision

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Unique reference number 148289 Inspection date 08/09/2011 Inspector Susan May

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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 1991. She lives with her husband and two adult children in Earley, Berkshire. The whole of the childminder's house can be used for childminding and there is a fully enclosed garden for outside play. The family has a dog.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register and may care for a maximum of six children under eight years at any one time. The childminder is currently minding six children in the early years age group.

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Description of the childminding

The childminder is prepared to take and collect children from local schools and preschools.

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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 child friendly environment and range of excellent toys and resources support children in their learning and promotes their health, welfare and development positively. Children make good progress toward the early learning goals and clearly enjoy their time with the childminder. Each child is valued as an individual, with clear policies and procedures in place to promote inclusion. The childminder establishes outstanding links with parents, informing them verbally and through records of their children's progress. Good links are formed with others involved in the care and welfare of the children. The childminder reflects on her practice and seeks ways to move her practice forward, such as developing future planning; demonstrating a commitment to enhancing the children's care and learning.

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further?

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

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further?

 develop further systems that identify children's individual learning requirements and next steps alongside activities that promote their learning

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the early years provision

Good organisational skills and a range of relevant policies and procedures relating to all aspects of children's welfare are in place. Children are protected because the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder is vigilant, supervises children at all times and has a clear understanding of her role in safeguarding children. The childminder is experienced and enthusiastic about her role as a childminder and uses her knowledge of the children she cares for to ensure they thoroughly enjoy their time with her. Children's individual needs and those of their families are recognised and respected as the childminder ensures all children are able to participate in the fully inclusive environment she offers. The childminder ensures her home is safe and free from hazards as she completes daily checks and follows a comprehensive range of written risk assessments. These are reviewed and updated regularly. All the

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the early years provision

relevant children's documentation is in place, stored securely and confidentiality observed at all times. The childminder realises children learn through play and encourages them to initiate their own learning as they choose what they want to play with from an excellent range of toys and resources that provide a good variety of age appropriate experiences both indoors and outside.

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the early years provision

The childminder has an excellent relationship with parents who receive full and complete information about the childminder's policies and her practices. This ensures expectations of the children's care and learning is clear from the onset. Parents receive regular information about their children's progress, through daily verbal chats, a daily diary and regular access to their child's individual learning records. The childminder has begun to request feedback from parents about the service she provides and parents have the opportunity to make comments in the children's diary books if they wish. Parents comment on the safe, stimulating environment, that children are always happy to go to the childminder and not always so keen to leave as they are having so much fun. As appropriate the childminder develops links with others involved in the children's care to ensure information regarding the children's progress is shared. The childminder is

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the early years provision

committed to improving her knowledge and practice; she attends regular training courses with the local authority, discusses issues as she regularly meets with other childminders and evaluates her practice, highlighting areas for improvement to provide the best opportunities for children in her care.

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and outcomes for children

Children play in a safe, clean environment selecting from an excellent range of well-maintained resources in a stimulating environment where they have ample opportunities to make good progress in their learning. They are happy, and clearly feel safe and secure with the childminder. For example; a child confidently approaches her for a cuddle and a quiet story when becoming tired. Children are becoming competent independent learners, who develop self-esteem as they benefit from the individual time and attention they receive from the childminder. Open ended questions and a good knowledge of the early learning goals contribute to the children's continued learning and achievements. Parents are included in the child's learning as the childminder requests verbal information about experiences and events from home. The childminder is aware of each child's stage of development recording in their learning folders observations she makes of their

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and outcomes for children

progress. However, while next steps are identified, planned activities do not always This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 fully reflect how they will help progress children's future learning. The childminder is on hand to support children at all times while allowing them time and space to try things out for themselves, praising their achievements when they succeed, boosting their confidence in their developing skills and abilities. Children's independence is promoted as the childminder encourages them to make choices, for example, if they want to play indoors or out and if they are ready for snack, older children have independent access to the bathroom and hand washing facilities. The childminder is proactive in helping children adopt a healthy lifestyle, helping children make the most of the outdoors as they have ample opportunities for exercise both indoors and out, follow very good hygiene routines, plant and

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and outcomes for children

pick fruit and vegetables and talk about foods that are good for them and will help keep them well. Snack time is a social occasion as the childminder sits and chats to the children so they feel included and valued, helping provide a sound base for future eating habits. All dietary requirements are discussed with parents and recorded and food provided by parents is stored appropriately to ensure it remains fresh. Drinks are available at all times.

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and outcomes for children

The childminder is patient and calm and uses praise frequently to help children feel valued and build self-esteem, she encourages them to behave well and they are eager to please. Children begin to show care and concern for each other as they begin to learn about sharing, for example, very young children happily share containers in the water tray and take it in turns to try and blow bubbles. Children develop physical skills as they have access to a range of equipment in the garden, regularly visit the park where they can run and explore and develop control and coordination through play indoors such carefully spooning bubbles from container to container. The childminder helps children begin to learn to keep themselves safe as she offers simple explanations to help them understand the possible consequences of their actions, such as taking care when negotiating the step into the garden. Outings in the local area; such as visits to the woods, help children

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and outcomes for children

find out about the natural world and visits to local groups provide opportunities for children to socialise and develop relationships. Children begin to be aware of the wider world as the childminder raises their understanding through working with parents to provide resources such as songs and rhymes cd's and posters with names and familiar items written in other languages. A further range of resources and activities promote positive images of gender and disability. Children have access to musical instruments to explore sound, have regular opportunities to sing and often spontaneously make melodious sounds as they play. Children invite the childminder into their play and she responds appropriately using open-ended questions, facial expressions and gesture to help communicate and promote young children's language skills. Children have access to everyday technology through age-appropriate interactive toys and use construction toys and puzzles to problem

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and outcomes for children

solve. Children enjoy books and regularly visit the library to select both books for pleasure and as a source of information. Children begin to identify colours and shapes, for example, as they read a book about the farmyard counting how many sheep are in the picture. A variety of children's posters displayed around the home promote number and word recognition and children have access to mark making materials as they have access to pencils and crayons indoors and enjoy using chalk, brushes and water on the fence outside. 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 1 The extent to which children make a positive contribution 1 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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