Ralph Butterfield Primary School

Inspection report for early years provision

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Unique reference number 121299 Inspection date 19/10/2011 Inspector Jane Nelson

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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 1989. She lives with her husband and adult child in a house in New Haw, Addlestone in Surrey close to shops, parks, schools and public transport links. The living room, kitchen diner and toilet on the ground floor and a bedroom on the first floor of the childminder's home are used for childminding. There is access to an enclosed garden at the rear. The childminder is registered on the Early Years Register, and on the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of four children under eight, three of whom may be in the early years age range at any one time. The childminder is currently caring for four children in the early years age range who all attend on a part time basis. The childminder attends several toddler groups on a regular basis. The childminder is a member of the National Child Minding Association and the Surrey Childminding Network.

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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

Children flourish in the childminder's care and make consistently good progress in their learning and development, supported by the extensive range of well planned play experiences, reflecting their individual interests that are provided. Self- evaluation is comprehensive, highly effective and used to secure improvement and where future development is best targeted and in most cases how this will be implemented. The childminder continues to increase and update her knowledge, demonstrating an effective and consistent commitment to ongoing improvement. Highly positive relationships with parents are built, resulting in them being well informed about the childminder's setting, their child's development and involving parents in their child's learning.

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further?

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

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further?

 extend opportunities to support older children's interest in using a range of ICT to include cameras, photocopies, tape recorders, and programmable toys in addition to computers.

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the early years provision

The childminder has a clear understanding of safeguarding and child protection issues, her responsibilities and the procedures to follow if concerns arise or an This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 allegation is made relating to her. The childminder supervises children vigilantly and uses risk assessments effectively to monitor and indentify any potential hazards or changes in the home. The required records are maintained, regularly reviewed and extended to outings, where issues such as when increased supervision may be needed are noted.

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the early years provision

The childminder has many years of experience and continually develops and increases her knowledge through attending training, learning from reflecting on her own experiences and shared good practice. For example she has completed a National Vocational Level 3 Qualification in Home Based Childcare, and attended several workshops and training events, since her last inspection. She belongs to Surrey's Childminding Network, and receives regular support and advisory visits from the Network co-ordinator. Self-evaluation is used extensively and is highly effective. For example, the childminder has extended and developed the use of practices, such as, the creative use of photographs to encourage picture communication that she has used effectively in the past.

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the early years provision

Parents and children's views are constantly sought and incorporated in planning and the extensive range of activities and play experiences the childminder provides. For example, in addition to feedback questionnaires and daily verbal communication, a compliments and complaints books is readily accessible for parent to write notes in. This is actively used by parents to comment when their child has particularly enjoyed an activity such as cooking or painting. Children's views are sought and responded to for example, they can choose from an extensive selection of photographs and affix their chosen activity or play materials to their own 'what I would like to do today' board which hangs at their level on the door handle. Verbal requests and interests the childminder observes are responded to and followed, for example when children want to play outside and ask for 'the little dog'. Highly positive relationships with parents are built, and result in

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the early years provision

information being shared very well. Parents are actively involved in their children's learning for example, through contributing to planning and recording areas, such as, colours, counting and learning to recognise names that they would like the childminder to include in the range of activities she is planning. Parents praise the childminder highly and all say they would recommend her. They particularly comment on aspects of her care, such as, the vast amounts of care, attention and stimulating learning opportunities that are provided, the positive impact the childminder's commitment and consistency has had on their child's development, and how sensitively children's individual needs and routines are met. Secure systems are in place and have been implemented effectively in the past to work with other setting and professionals involved in children's care.

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the early years provision

An extensive range of different resources and play equipment is provided. The childminder has identified the need to develop the range of Information, Communication and Technology equipment she has, although this is not yet fully implemented in particular with regard to supporting older children's interest.

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the early years provision

Diversity, the local and wider communities, are included in the wide range of play experiences provided by the childminder promoting and encouraging children's interest in the world around them and their local community. Excellent use is made of local resources such as pre school groups and regular visits to place of interest This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 where children socialise in a larger group and have many opportunities to experience nature.

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and outcomes for children

Children are cared for in a welcoming homely environment where a rich range of stimulating and exciting activities and play experiences are provided through indoor and outside play. Children are confidently developing skills they will use in the future as they explore, investigate and increase independence. Children benefit highly from excellent support and interaction with the childminder, who ensures individual needs are responded to and children's interests reflected in all activities. This results in children thoroughly enjoying their time with the childminder and their friends, and developing high levels of interest, concentration and engagement in their play.

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and outcomes for children

Children learn about good hygiene practice as part of the daily routine and know they need to wash their hands after using the toilet and before eating to wash the germs off. Older children recognise their name labels on their towel peg and younger children recognise the position and colour of their towel. Parents provide their children's food and individual eating patterns and dietary needs are sensitively included in the daily routine by the childminder. Extensive opportunities are provided for outdoor play and physical exercise. For example, the childminder extends the range of activities children can access inside into the garden on a sunny Autumn day.

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and outcomes for children

Children of different ages are engaged in age appropriate activities that excite and interest them and that involve their favourite toys. Children enjoy playing with water in a purpose built shallow water tray, they feel the water move through their hands and drip from their fingers, gently moving ducks that are floating on the surface of the water. The childminder is nearby talking to children as they play and praises them when they refer to the ducks as 'floating'. Children find smaller animals hidden underneath the water tray, which they add to the water activity. Children find a favourite soft toy dog in a portable carry case which they excitedly open, finding a cup inside, and refer to this as being to give the dog a drink of water. They spend time stroking and playing with the dog opening and closing the carry case and moving around the garden with the case. When a minor dispute occurs relating to the dog this is managed swiftly and sensitively by the

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and outcomes for children

childminder, distracting children to another activity at the water tray.

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and outcomes for children

Children initiate their own play and activities for example, they ask the childminder for the brown mat to be put on the paving stones outside, the childminder asks if they mean paper like they had out yesterday and children say 'yes please'. They help the childminder by getting logs to secure the paper to the ground then spend time using chalks to mark make on the paper. Other children observe this activity for a time from a distance before deciding to join in. Children join in with the childminder as she sounds out the letters sounds in their name, beginning to link sounds to letters. Younger children vocalise and imitate sounds they hear their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 older friends using. They sit quietly looking through their own individual family books, naming their family members and holding photographs to a child safe mirror hanging at their own height on the wall, they see the reflection of a

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and outcomes for children

photograph and say 'mummy'. Children help the childminder pick some tomatoes and strawberries growing in pots in the garden, they search for the ripest tomatoes and red strawberries counting with the childminder up to 10 how many they have picked.

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and outcomes for children

Children have many varied opportunities to learn about and experience the wider world and diversity. They have access to resources that reflect difference, and enjoy dressing up in different clothes and doing creative activities relating to different cultural events such as Diwali and Chinese New Year. Children regularly visit places of interest with the childminder, such as the farm where they see animals and pick their own fruit. Children's individual families are represented in the childminder's home though family books, which promote discussion and increase children's sense of belonging. 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 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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