Herzlia Day School

Inspection report for early years provision

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Unique reference number 128914 Inspection date 14/09/2011 Inspector Liz Coffey

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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 registered in 1998. She lives with her partner and two adult children. They live in a three bedroom house in Catford, in the London borough of Lewisham. Children are only cared for on the ground floor of the premises. There is a fully enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register to care for a maximum of six children under eight years; of whom, three may be 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 good.

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The overall effectiveness of the early years provision

The childminder provides a safe, stimulating and inclusive environment. She has drawn up and implemented policies and procedures that underpin her good service. The childminder provides a wide range of activities that meet children's interests and promote their learning and development. There are effective systems in place to ensure daily communication with parents with regard to children's individual needs and their learning. The childminder reflects on her practice and has taken steps to identify the strengths and weakness of her provision. She is keen to further develop her service to ensure improved outcomes for all children.

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further?

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

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further?

 develop systems of self-evaluation to further identify the setting's strengths and priorities for development that will improve the quality of provision for all children  develop use of observations and assessments to identify learning priorities and plan relevant and motivating learning experiences for each child, that are shared with parents

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the early years provision

Children are kept safe and their well-being is promoted by the childminder. The childminder has devised written policies and procedures which she shares with parents. The childminder has appropriate referral details in place and is aware of the procedures she should follow if she has any safeguarding concerns. Areas used by the children are well laid out to enable them to move about freely and safely. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Resources are effectively stored to enable children to self-select from a range of activities. Risk assessments for the home and outings have been completed and help to identify potential hazards that children may be exposed too. The childminder takes appropriate action to protect children from danger. Children demonstrate a strong sense of security in the setting and readily approach the childminder for help or support. All children are valued and engage in

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the early years provision

a range of activities that helps support their learning and development. Linguistic diversity is valued and the childminder offers appropriate support to children who speak English as an additional language, for example by learning key words in the child's home language. The childminder works in partnership with other settings that children may attend, such as schools and nurseries. The childminder is aware of the strengths and weaknesses of her provision, and is keen to develop systems of self-evaluation to help identify targets for future improvement. Parents are pleased with the service provided and comment that they are ''very happy with the routine and communication'' and praise the ''love and attention'' the childminder provides for their children.

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and outcomes for children

Children benefit from a good range of resources, experiences and activities. The childminder is well organised and demonstrates a sound knowledge of the learning and development requirements. Activities are well-planned. The childminder is resourceful and has a wealth of good ideas to engage and stimulate children. Children have their own individual folders in which samples of their work and written and photographic observations of their achievements are collated and shared with parents. However, these are not linked to the expectations of the early learning goals or used to plan for next steps in individual children's learning. The childminder is keen to develop this aspect of her service.

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and outcomes for children

Children are settled and eagerly engage in the wide range of activities available. They participate well and are enthusiastic, keen learners. The childminder demonstrates a good understanding of the children as individuals and provides activities that they enjoy and eagerly participate in. Children are able to explore and select resources independently. Children benefit from a welcoming environment where very good relationships with the childminder and other children are established. As a result, children feel safe and secure in the setting. They are aware of the expectations and boundaries in place and they are extremely capable of making their needs known.

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and outcomes for children

The childminder gives meaningful praise and encouragement to children. Their efforts are acknowledged and their achievements celebrated. Children are polite and well behaved and the childminder acts as a very good role model for the children saying ''please'' and ''thank you'' and encouraging them to do the same. Children's individual personalities and likes and dislikes are acknowledged and valued. This builds children's self-esteem and confidence well. As a result, children make good progress in their personal, social and emotional development. Children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 sit together at meal times, making it a social occasion, which promotes their language and social skills. The childminder encourages healthy eating by serving nutritious snacks and meals which the parents provide, and talking with the children about why they need healthy foods. Children's personal care needs, such

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and outcomes for children

as sleeping, nappy changing and toilet training are discussed with parents and the childminder adapts her routine to support the children's individual needs.

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and outcomes for children

Daily outdoor play and activities are included in the routine. The children benefit from plenty of fresh air and physical activity, successfully promoting their understanding of healthy life styles. Very good use is made of the back garden where children develop their coordination and balance as they use the climbing frame and slides, ride bikes and play games such as ''hide-and-seek''. They learn about the living world as they search for spiders and other mini beasts. Children respond eagerly as the childminder helps them identify and name different flowers and plants in the garden. Good use is also made of local resources such as children's centres, libraries and toddler groups. Here children can participate in additional creative and group activities and develop their social skills as they mix with a wider group of children and their carers.

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and outcomes for children

Children develop good communication skills as the childminder talks to them throughout the day asking questions that help to extend their vocabulary and conversation skills. They use mathematical language as they play, counting steps and sorting toys and resources into sets. Children enjoy reading books and stories with the childminder and settle down readily on the floor or sofa with her as they share favourite stories. They develop their physical skills and hand-eye coordination as they complete puzzles, thread cards and push the buttons on the toy cash register as they play a game of ''shops'' Overall, children develop very good skills for the future. 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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