Harrogate Grammar School

Inspection report for early years provision

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Unique reference number 121685 Inspection date 09/11/2011 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 1991. She lives with her three children, aged 23, 18 and four years, in Bookham, Surrey. The childminder's home is located close to shops, parks, schools and public transport links. Minding takes place on the ground floor of the home, with sleep facilities on the ground and first floors and toilet facilities used by children are on the ground floor. The family has a hamster and keeps fish. 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 five children under eight years at any one time, no more than three of which may be in the early years age group. She also offers care to children aged over five years to 11 years. The childminder is able to provide overnight care for one child. When working with an assistant the childminder may care for a maximum of eight children under eight years and, of these, no more than six may

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Description of the childminding

be in the early years age group. She is currently caring for three children in the early years age group during the week.

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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 thrive within the highly supportive and caring environment provided by the childminder. She is experienced and well qualified and this enables her to provide an extremely high standard of care. Children are making rapid progress with their development as a result of the overall, excellent use made of resources to support learning. The childminder's practice is exceptionally well organised and inclusion is positively promoted. She is totally dedicated to consistently providing high quality care for all children and her capacity for continuous improvement is outstanding.

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further?

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

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further?

 enhancing children's opportunities to develop their literacy skills by extending the display of print in both the indoor and outside minding environment.

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the early years provision

The childminder successfully safeguards children's welfare. She has a clear understanding of her role and responsibilities with regard to child protection. She has a comprehensively detailed safeguarding and mobile phone policy to underpin This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 her practice in this area and she regularly updates her safeguarding training. The childminder maintains a record of visitors to her home and shares all medication, accident and existing injury records with parents. Safeguarding information is displayed for parents within the childminder's entrance hall. The childminder sees safety as a high priority and is vigilant to safety at all times. She secures children in high chairs when they eat and places them safely in a playpen when she quickly goes upstairs to bring down a child who has just woken from a nap. Children play safely as the childminder has identified and minimised hazards within her home.

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the early years provision

She maintains extensive risk assessment records for both the home and outings she takes children on.

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the early years provision

The childminder is exceptionally motivated and enthusiastic about her role and children's care is greatly enriched by her enthusiasm and dedication to their individual needs. She effectively organises her time and activities to reflect the individual needs and interests of children in her care. All children are treated with equal concern and have equal opportunity to access the excellent range of high quality and age appropriate resources set out at their level. They are beginning to learn about the wider world through outings with the childminder and through the use of multicultural resources which reflect a diverse society. Resources are made of both natural and manmade materials and children spend their time purposefully learning through play.

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the early years provision

Partnerships with parents are excellent. The childminder shares clear, detailed information with parents about her practice. She keeps them very well informed about their child's day through both verbal and written information. She shares children's development records with them monthly and issues questionnaires to parents to gain feedback on her service. Parents comment highly about the childminder's practice and confirm they are 'very happy' with her care of their children. The childminder has a positive attitude towards working in partnership with others involved with children's care and education, although currently there are no other parties to engage with. The childminder is a reflective practitioner and continually assesses her practice and implements improvements. She has just completed the first module of a quality assurance scheme and has recently completed her Foundation Degree in early years practice. She is proactive in

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the early years provision

continually attending training to further her own knowledge and skills

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and outcomes for children

Children have a fantastic time together in the childminder's home. They turn to her readily for cuddles and support, showing that secure and strong, trusting relationships are in place. They are very curious and highly motivated to learn and develop their future skills. They constantly engage in play moving from one toy and activity to another as they follow their interests. The childminder sensitively supports children and gives them time to enjoy their childhood by letting them learn at their own pace. She maintains detailed learning journey records for all children in which she keeps written and photographic evidence of their progress. Their development is clearly tracked and the childminder reviews their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 development monthly and plans their next steps in learning. Children flourish within the excellent stimulating learning environment of the childminder's home.

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and outcomes for children

They are totally relaxed and very amicably share toys, such as the musical instruments. They enjoy free creative expression as they shake bells and maraccas and bang drums as they listen to nursery rhymes play. Children begin to develop an awareness of writing and word and letter shapes as they see print on posters displayed in the play areas. Resources are not currently labelled, however, to enhance their opportunities to develop their awareness of print as they play. The childminder supports children's language development as she names colours and toys children play with. Children's interest in literature is fostered as they nestle closely to the childminder to listen to a story about bears. The childminder counts the bears in the story and gives each child a bear to hold, counting those as well to reinforce children's understanding of numbers.

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and outcomes for children

Children are extremely confident and communicate their thoughts well to the childminder through non-verbal actions and as they babble away to her. The childminder gives children very good eye-contact as she listens to them and then gives meaning to their gesticulations. For example, a child points to a tea-set just out of their reach and the childminder observes where the child is pointing and asks if the child would like her to get the tea-set for them. Children are very happy and their behaviour is excellent as they are very well occupied with interesting toys and activities. They have fun exploring cooked spaghetti placed in cold water with some small world water creatures. They smile and gasp in amazement as they lift the spaghetti from the tray with a slotted spoon and see the length of the spaghetti as it hangs down. They intently watch the childminder use tongs to lift the spaghetti and then try themselves, thereby developing their fine motor skills.

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and outcomes for children

The children are developing an understanding of safety through daily routines and discussion with the childminder. They take part in regular practises of the childminder's fire drill which develops their understanding of safety within the home. All the children in the childminder's care are extremely content and settled because their individual health, physical and dietary needs are met to an exceptional standard. Children play in a home which is maintained to a high standard of cleanliness and take their outdoor shoes off when they come in. They wash their hands before they eat and have their own individual towels to dry their hands. The childminder works in partnership with parents to meet children's dietary needs and children sit sociably together for a snack of breadsticks and fruit. They have daily opportunities for exercise and fresh air to develop their physical skills. The childminder also recognises children's needs for rest and settles them

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and outcomes for children

safely for a nap when tired. 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 1 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 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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