Drayton Park School

Inspection report for early years provision

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Unique reference number 130254 Inspection date 07/09/2011 Inspector Maura Pigram

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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 1990. She lives with her husband and adult children in Croxley Green, Hertfordshire. The whole of the property is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family have a cat and fish as pets.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently three children attending who are within the early years age range, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language. She is a member of the National Childminding Association and is an active member of the local childminding support group.

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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 is passionate about her work with children and is extremely well organised. Warm, secure relationships with the childminder, together with a range of exciting and stimulating activities, ensure that individual children have all their care, learning and development needs fully met. She knows each child extremely well and recognises their individuality so that they are fully included and learn to respect each other. Her self-evaluation is reflective and enables her to identify some areas for improvement.

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further?

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

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further?

 reviewing the culture of reflective practice so that it includes children's views and use this to identify the setting's strengths' and priorities for development that will improve the quality of provision for all children.

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the early years provision

The childminder has a comprehensive awareness of safeguarding issues which promotes children's welfare. She attends regular training to update knowledge and is fully aware of her responsibilities in safeguarding children including the close This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 partnership working with other agencies. Purposeful steps are taken to ensure children are as safe as possible at all times. Children display an excellent awareness of safety issues and recognise how to keep themselves safe. For example, on the day of inspection, young children explained how they cross roads safely and how they keep safe during their play. Detailed risk assessments mean that any potential hazards, such as, the newly installed hot tub are identified and effectively minimised so that children are safe as possible at all times.

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the early years provision

The childminder is extremely passionate about her work and loves every minute she spends with the children. Her vision for the future is based on the children's well being and overall development. Recommendations from the previous inspection have been addressed fully and the childminder finds self-evaluation very valuable in identifying strengths and some areas to continually develop. Views of parents and carers are highly valued and are obtained through discussions and regular questionnaires. They are exceptionally pleased with the service provided and are happy to recommend her to other families. Positive comments include, 'children are valued and respected' and it is 'home from home'. Although children's views are valued, these are not fully included in the monitoring process. Many parents have used the childminder's service for their older children. Some of these children who no longer attend often visit the childminder to share their

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the early years provision

achievements and day-to-day news with the warm and interested childminder. The childminder has also built excellent relationships with local pre-schools which contribute to children's continued learning and smooth transition times.

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the early years provision

Resources are of high quality and suitable for the ages of children to support their learning and development, such as puppets and treasure baskets. The excellent use of local facilities, such as baby rhyming and adventurous outings means the children thrive in the childminder's care. Understanding of equality and diversity is actively promoted through interesting outings and activities, such as raising awareness of others around the world. The childminder carefully maintains an excellent standard of records of children in her care. These show children's development needs and their achievements. All records are regularly updated and she has a comprehensive set of policies and procedures which are provided to parents.

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and outcomes for children

The childminder is a natural communicator with children. This along with her wide range of experience means that children are eager to attend and make significant gains in their learning. She has a very good understanding of child development and the way in which children learn. She successfully builds on children's interests making learning fun for every child. For example, purposeful outings taken by trains and buses are used to support children's individual interests, such as visits to museums to see and learn more about Dinosaurs. In addition, associated books borrowed from the library and related craft activities further contribute to children's learning and understanding about their favourite topics. Picnics at local places of interest and adventurous bus trips along with fundraising activities enable children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to develop an understanding of other people's needs and an awareness of the

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and outcomes for children

Communication, language and literacy skills are extremely well supported. For example, children love joining in with favourite stories, such as a caterpillar who is hungry. Excellent discussions ensure every opportunity is used to extend children's learning. Visits to the library are a regular event and books are borrowed in home languages to share with children. Children contribute to the layout of resources and these are rotated to suit children's individual learning and interests. Planning is flexible and covers all areas of learning. Purposeful play is offered both indoors and outdoors and an effective balance of adult-led and child-led activities means that children are active learners.

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and outcomes for children

The childminder knows each child exceptionally well. Her written observations are detailed and help her identify the children's next steps for learning. She takes account of the fact that each child is unique and that they are motivated differently, when identifying games and activities to help them move forward. Information relating to where children are in their learning is regularly shared with parents. In addition, daily diaries for younger children mean that there are strong systems in place to ensure continuity of care and learning takes place.

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and outcomes for children

Children including babies show a strong sense of security and belonging with the childminder. They settle easily as the childminder spends valuable time with them and treats children as individuals. Children are kind and considerate to each other and to the childminder showing excellent cooperation skills. They are very independent demonstrating extremely good skills for the future. Transition times are very well supported. For example, the childminder skilfully discusses changes to children's routines, such as, attending nursery and uses photographic books to show children their new environments so that they can easily settle into their new routines. Children's welfare and happiness is given equal consideration to their learning opportunities. Meal times are social occasions and healthy eating is effectively promoted through cooking and the growing of vegetables. The close partnership with parents means that weaning and independent skills are fully

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and outcomes for children

supported. Children know and understand the importance of good hygiene procedures. Ample opportunities for physical play, such as riding scooters and regular visits to suitable outdoor play areas, such as adventure playgrounds mean that children lead a healthy lifestyle. 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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