Wixams Tree Primary Academy

Inspection report for early years provision

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Unique reference number 143926 Inspection date 21/09/2011 Inspector Victoria Vasiliadis

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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 1999. She lives with her two children, aged 17 and 15 years, in a residential area of Tulse Hill in the London Borough of Lambeth. The downstairs of the home is used for childminding purposes and there is an enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for five children under eight years, with no more than three children in the early years age range. She is currently minding four children within the early years age range who attend on a full and part-time basis. She is registered on the Early Years Register and on the voluntary and compulsory parts of the Childcare Register.

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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 have the opportunity to engage in a wide range of age appropriate activities within a safe environment. There are effective systems in place to observe and monitor the children's development. The childminder has good systems in place to share information with parents and carers. She is aware of the importance of developing links with others involved in the care and education of the children as the need arises. The process for reflective practice is ongoing and the childminder continues to work on areas for development which are likely to further improve outcomes for children.

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further?

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

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further?

 where possible link the indoor and outdoor environments so that children can move freely between them.

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the early years provision

The childminder is well organised and provides a happy, safe and stimulating environment for the children. There are effective risk assessments in place and the childminder takes appropriate action to ensure that risks to the children are minimised, so that they can play safely. All adults living at the premises are suitably vetted and children are not left unsupervised with adults who are not This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 checked. The childminder has a good understanding of child protection procedures and is fully aware of the possible indicators of abuse and what action to take if there are concerns that a child may be being harmed. In addition, she has completed safeguarding training to make sure that she remains up-to-date with current issues. The childminder has also devised a number of written policies and procedures in relation to children's safety, which are shared with the parents.

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the early years provision

The childminder successfully supports the differing needs of children and is fully aware of their backgrounds and individual needs. She treats each child with care and respect and values their contributions. For example, when children talk to her, she listens attentively and encourages them when they are unsure of themselves. In addition, the childminder adapts activities so that all of the children can take part regardless of their age or ability. Children are provided with a wide range of resources, equipment and activities that are fit for purpose, safe and suitably maintained. Resources are easily accessible as they are stored at low-level so that children can make choices in their play.

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the early years provision

The processes for reflective practice are ongoing and the childminder continues to work on areas for development. Through discussion she is able to effectively identify her strengths and areas for development. For example, she wishes to refine her systems for planning and, as a result, has made links with professionals from her local Children's Centre. Responses from parents' questionnaires are very positive about the service that the childminder provides. In addition, the childminder understands the importance of continuous professional development and, as a result, she regularly accesses training. For example, she has attended courses on adult child interaction, interactive circle time and promoting positive behaviour. Consequently, the childminder is able to develop her skills and knowledge, which impacts positively on her ability to improve outcomes for children.

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the early years provision

Parents and carers are encouraged to share what they know about their child, particularly when the child first starts to attend. For example, the childminder requests that parents complete a child record form which contains detailed information about children's home languages, dietary requirements and their likes and dislikes. This ensures that consistency of care is promoted and the children's individual needs identified and met. In addition, the childminder talks to the parents on a daily basis and a daily diary keeps parents informed about the child's day. Details about the children's achievements are routinely shared with the parents and they can access their child's developmental records as they wish. Through discussion, the childminder demonstrates a clear understanding of the importance of developing links with others involved in the care and education of the children, as and when the need arises.

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the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder is focused on helping all children make good progress in their learning and development. She provides children with activities that are well planned and based on accurate observation and assessments processes. As a result, children are challenged and encouraged to extend their learning. They actively explore and take delight in playing with the resources available to them such as, the modelling dough, bricks and puzzles. Children have regular access to the garden but it is not fully utilised to link the indoor and outdoor environments so that children can move freely between them.

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and outcomes for children

Children develop and show interest in toys and resources that incorporate technology, such as toys which makes noises when buttons are pressed. The childminder introduces mathematical language through the children's play; this helps them to develop an understanding of numeracy, shape and size. Children are provided with time to develop their spoken language as the childminder maintains conversations with them. Children enjoy initiating conversations with the childminder. For example, they enthusiastically talk about previous journeys taken on public transport with family members. The childminder responds appropriately to the children's questions and she poses many open-ended questions which encourage the children to think for themselves. The children's early writing skills are well supported by the childminder, who provides them with a range of tools such as, pencils, felt tips and colouring pencils which they use to draw, colour and

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and outcomes for children

Children's behaviour is managed in a calm and sensitive manner by the childminder who sets clear, reasonable and consistent limits. The children are given lots of praise and encouragement for their efforts and achievements, which promotes their self-esteem and confidence. Children are supported in developing an understanding and respect of the different cultural backgrounds of their peers and people within the wider world. For example, the childminder acknowledges a selection of festivals, such as Christmas, Eid, Chinese New Year and Diwali. In addition, children have access to resources and visual images that depict different language scripts and cultures within society. These resources are well utilised by the childminder who uses them as prompts to help the children to develop positive attitudes to diversity and difference.

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and outcomes for children

The children are learning the importance of staying safe. For example, the childminder praises older children for remembering not to leave small objects accessible to babies. In addition, she routinely practices the fire evacuation procedures, which promotes children's understanding of what they should do in the event of an emergency. Children have regular access to the outdoors as they visit the local parks, attend Children's Centres and go for walks, which contribute to a healthy lifestyle. Children are provided with healthy meals and are encouraged to sample a range of foods from different countries. In addition, children learn about their own personal hygiene as the childminder encourages the children to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 wash their hands before mealtimes and after messy play. 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 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 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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