Egerton High School

Inspection report for early years provision

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Unique reference number 131885 Inspection date 08/11/2011 Inspector Cathy Hill

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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 1999. She lives with her children, both aged over 16 years, in New Malden, Surrey. Schools, parks and shops are within walking distance. The ground floor of the home is used for childminding activities and there are toilet facilities on this level. There is an enclosed garden for outdoor play. The family has four cats. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of six children under eight years at any one time, no more than three of which may be in the early years age range. She is currently minding three children in this age group on a part-time basis during the week. She also offers care to children aged over five years to 11 years.

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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 are very happy and overall, have very good opportunities to progress their learning in the welcoming environment of the childminder's home. The childminder positively promotes inclusive practice and works in close partnership with parents to ensure children's needs are effectively met. She is well organised and has a range of documentation to support her practice, most of which contains good detail. Her capacity for continuous improvement is very good. She is proactive in attending training to continually develop her own knowledge and skills.

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further?

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

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further?

 improve children''s records by showing the learning objectives of their next steps in development  increase opportunities for children to develop their literacy skills, for example, by displaying key word labels on resources.

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the early years provision

Children's welfare is safeguarded well. The childminder has attended safeguarding training and understands her role and responsibilities with regard to child protection. She has a detailed policy to underpin her practice in this area and she shares this with parents. The childminder closely supervises children as they play. She is vigilant to safety and carries out a daily visual safety check of her home. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 She has formally risk assessed both her premises and outings children are taken on and maintains records of these assessments. The childminder organises her home environment well to provide children with ample play space. A variety of clean, good quality, age appropriate toys are easily accessible for all children to freely select. Children show interest in the toys and actively occupy themselves with play of their choice. The childminder treats all children with equal concern and

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the early years provision

includes all children in activities, adapting activities to children's age and stage of development. She has a very positive attitude towards diversity and supports children in learning about differences.

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the early years provision

The childminder has established very good relationships with parents. There is a regular two-way flow of information about children. The childminder shares all her policies and procedures with parents and obtains written consents from them, as appropriate to their child's needs. Parents are extremely positive in their praise of the childminder. They state that she is ''brilliant'' and says ''she creates a very warm and nurturing environment'' and ''the range of activities [she] provides is excellent''. The childminder understands the importance of working in partnership with others involved in children's care and education, although currently there are no other parties involved. She is very cheerful and kind and dedicates her time to playing with children. She has completed Ofsted's self-evaluation document reflecting on her practice in all areas. Children's best interests are at the heart of all the childminder does and she uses knowledge gained from ongoing training to

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and outcomes for children

Children have excellent relationships with the childminder and each other. They are allowed to follow their own interests which reduces feeling frustrated. They behave very well and take ownership of developing their future skills as they independently choose what they play with. For example, they enjoy imaginative play with dolls and dressing-up clothes. Children show great kindness to each other. For example, an older child rushes to greet a younger child as they arrive and takes the younger child a play figure and bongo drums to play with. Children develop in self-esteem as a consequence of the praise the childminder gives them. They develop an understanding of good manners from the positive example role modelled by the childminder. Children are progressing well as a result of the positive interaction from the childminder in developing their knowledge and skills. She increases children's language and vocabulary skills by naming shapes and

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and outcomes for children

colours. Children learn about letter names as the childminder names the plastic letter shapes they play with. Resources, however, are not labelled to increase children's opportunities to learn about letter and word shapes during everyday play. Development records are in place for all children. The childminder records her observations of children's play linked to the different areas of learning. She maps their development and plans their next steps. However, she does not clearly show This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the learning focus for progression. The childminder effectively organises her time so children have opportunities to play and learn both inside and outside her home. For example, children develop their social skills and knowledge of the wider world on outings with the childminder to places, such as the local children's centre and parks. Children show sustained concentration as they absorb themselves in free

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and outcomes for children

creative play with modelling dough. They safely use a variety of tools to help shape the dough and imitate the childminder's actions in rolling the dough and squashing it with their hands. Children develop an understanding of safety through daily routines. They understand they need to be fastened in their high chairs at the table. They take part in regular fire drills which develops their understanding of safety within the home. Children are totally relaxed and readily turn to the childminder for support showing they feel safe in her care. Good quality interaction from the childminder and her well organised routines help children become secure and confident. The childminder's policies and procedures support children in developing a good understanding of a healthy lifestyle. They play in a clean home environment and learn about routine hygiene practice as the childminder ensures they clean their hands before eating. Children enjoy a healthy snack of banana and

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and outcomes for children

pear and drink freely when thirsty. They have daily opportunities to develop their physical skills through exercise. For example, they play in the childminder's garden and also visit the local Sure start centre where they use a wider variety of apparatus, such as climbing frames and wheeled toys. 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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