Trinity Catholic School

Inspection report for early years provision

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Unique reference number 148362 Inspection date 07/11/2011 Inspector Anne Faithfull

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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 1997. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives in Lower Earley, Berkshire with her husband, child and adult child, aged 14 and 17 years respectively. The childminder makes use of local facilities such as, parks and toddler groups. The childminder can take children to and collect them from local schools. The family has a pet dog.

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Description of the childminding

The childminder uses the whole of the ground floor of the house for childminding with provision for children to sleep on the first floor bedroom. A fully enclosed rear garden is available for outside play. Her registration permits her to care for six children under eight years; of these, three may be in the early years age range at any one time, she is currently minding two children who are within the early years age range on a part-time basis.

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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 display a strong sense of belonging in this welcoming and safe environment. Children benefit from the childminder's understanding of their individual needs and her positive partnerships with parents. Children make good progress in their individual learning and development, as the childminder provides a range of activities, outings and experiences to enable them to learn as they play. Children can access a wide range of resources, although some resources to support children's cultures are not always readily accessible. The childminder is committed to continuous development. She evaluates her practice well and can readily identify her strengths and areas for improvement.

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further?

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

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further?

 make sure resources linked to children's cultures are readily accessible to them each day.

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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 has taken action to ensure that risks both inside, outside and when on This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 outings have been minimised, so that children can play safely. The childminder also ensures very detailed risk assessments take place when taking a child swimming, for example, ensuring a lifeguard is on duty beforehand and finding out where the first aid room is situated. Children are safeguarded well, as the childminder has a very clear understanding of her role and responsibilities to protect children in her care. The childminder ensures that children are not left unsupervised with adults who are not checked and the childminder ensures her children complete the appropriate checks when required. Good systems are in

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the early years provision

place for persons other than the parents picking up the children for example, recording beforehand the registration number of their vehicle the person is coming in to collect the child and obtaining their telephone number. The childminder also has a comprehensive range of written policies and procedures in place that support her practice. Consequently, children's safety and welfare is promoted well.

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the early years provision

The childminder uses her many years of experience to provide children with a wide range of activities and experiences which help promote their early learning and development. The childminder organises her home well to ensure children have free floor space to move around, play, and independently select the resources and toys they wish to use. The childminder has a wide range of toys and resources which are rotated on a regular basis to ensure the children do not become bored. However, although the childminder has recently purchased and already has some resources linked to the different cultures of the children attending, they are not always readily accessible to the children. The childminder knows each child well and recognises each child has their own personality and characteristics. She ensures all children are fully included in all the activities, outings and experiences she provides. The childminder has a good understanding of her role to promote

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the early years provision

equality and diversity and she ensures children participate in a range of activities, discussions and experiences to enable them to learn about diversity and the wider world.

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the early years provision

The childminder has developed secure relationships with the parents. Parents make many positive comments in their reference letters, noting how much their child enjoys coming, praising the care offered and expressing pleasure at how their child's speech has developed. Parents also comment on the welcoming, clean and safe environment offered and how supportive, patient and flexible the childminder is. Information is exchanged each day through the daily diary and verbal conversations at the beginning and end of the day. The childminder is aware of the benefits of establishing links with other settings the children attend, to share information regarding their development to provide continuity and consistency in their learning. However, currently no children attend any other settings. The childminder has a number of systems in place to evaluate her practice; these include daily reflective practice and identifying her strengths and areas for

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the early years provision

development. The childminder is committed to ongoing development and she updates her knowledge in a variety of ways, such as reading childcare magazines. 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's calm and caring manner helps children to feel settled, confident, relaxed and secure. The childminder provides children with a range of activities and experiences, which are interesting, fun and help to promote their early learning and development effectively. The childminder is very aware that children learn through play and ensures children can use all the areas identified to enable them to choose where they play. For instance, they use the kitchen area to participate in a range of art and craft activities, or the lounge to play on the floor or sit with the childminder while she reads them a story. The childminder has flexible plans in place and readily responds to children's spontaneity, for example, immediately providing play dough for the children when they request it. The childminder makes regular observations on the children to establish where they are in their early learning and development. She uses these observations to produce

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and outcomes for children

monthly reports for the parents on the progress their children have made and to help her identify each child's next step in their learning.

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and outcomes for children

Children are supported well by the childminder in their play and learning. For example, the childminder sits with the children on the floor and enthusiastically joins in the activities, such as helping them to choose the cars they wish to play with. She uses these opportunities to help young children develop their communication skills by asking appropriate questions such as "what is that" and children readily name the items they are playing with, such as the cars and their colour. Again, the childminder extends their interests by talking to them about the fast and slow cars and she reminds them about the buses they can see from the window. Children are beginning to learn about nature, as they have their own garden patch in the childminder's garden where they grow a range of vegetables ,such as runner beans and marrows. Children thoroughly enjoy the cooking sessions where they help the childminder to make seasonal items, for instance,

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and outcomes for children

soup using the vegetables they have grown in the garden and making a Christmas pudding. The childminder uses the cooking sessions effectively to enable children to begin to learn different skills ,such as independently breaking an egg to put in the mixture.

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and outcomes for children

Young children demonstrate an exceptionally strong sense of security and are totally at ease in the childminder's care and home. They play together and are beginning to take turns and share when required. The childminder encourages children's manners, gently reminding them when required to say please and thank you. Children demonstrate a strong sense of belonging, as they readily go to the childminder for hugs and cuddles and they approach visitors to the home and give them their favourite toys to look at. Children are beginning to become aware of environmental issues, as the childminder encourages the children to use old boxes and other items in their junk modelling. Young children are developing skills for the future as they are aware to know how to push the buttons on the toys to make a noise and how to make the pedestrian crossing work when they are out. Children have many opportunities to go out each day on a variety of outings in the local

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and outcomes for children

community, for instance, visiting the local park to feed the geese and ducks. Regular visits to toddler groups enable children to meet, sing and participate in a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 range of activities with other children. The children are developing an awareness of different cultures as they celebrate different festivals and events in their lives, such as Diwali and talking to the childminder about their recent birthday party.

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and outcomes for children

Children are beginning to learn about keeping themselves safe. For example, they practice the evacuation procedures with her and she reminds them to walk and not to run on the kitchen floor, as they may slip. The childminder offers a clean, homely environment. She has procedures in place to prevent cross-infection when changing nappies. Children are well nourished, as the childminder provides them with a range of healthy snacks and she stores and heats up the food their parents provide in an appropriate way. The childminder ensures children can access their drinks independently and children are beginning to become aware of when and why they should wash their hands. Children have many opportunities to develop their physical skills including visiting local parks so they can climb and play on the different outdoor equipment. 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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