Penponds School

Inspection report for early years provision

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Unique reference number 140741 Inspection date 08/11/2011 Inspector Lynne Lewington

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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 has been registered since 1994. She lives with her husband and two adult children. Their house is in a residential road on an estate on the outskirts of Aylesbury. It is within walking distance of local shops, pre-school and schools. Childminding takes place on the ground floor; the upstairs is sometimes used for resting children. There is a secure garden available for children's outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to care for six children under eight years. There are currently three children in the early years age range on roll. The childminder takes children to several local groups and takes and collects children from school and pre-school.

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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

The childminder organises her service well to help all children make good progress in all areas of learning. She has a good understanding of how to support children's learning and provides a welcoming, homely family environment for their care. Most required documentation is in place, and detailed policies and procedures support the childminder's practice and ensure parents understand her role. Good care is taken to recognise the individuality of each child. The childminder has a positive attitude towards continuing improvement and has addressed issues raised at her previous inspection. She is proactive in seeking training opportunities to develop her skills and knowledge further.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 maintain a record of the risk assessment clearly stating when it was carried out, by whom, date of review and any action taken following a review or incident (Documentation). 22/11/2011

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further?

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

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further?

 develop systems of self-evaluation to identify strengths and priorities for development and how they will improve outcomes for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder demonstrates a good awareness of child protection issues and the action she would take if she was concerned about a child in her care. Her clear safeguarding policy informs parents of her role in reporting concerns to the relevant authorities. Good care is taken throughout the premises to manage risks, and sensible measures are taken on outings to promote the children's safety. However, a record of the risk assessment of the home is not currently in place, which is a breach of a legal requirement. However, the home is safe and, therefore, this does not affect the safety of the children.

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the early years provision

Comprehensive information is gathered from parents about each child on admission to enable the childminder to fully understand their needs and meet them appropriately. The high quality observations undertaken clearly indicate the progress the children make in the childminder's care. These are shared regularly with parents, enabling the childminder and parents to discuss the child's progress informally. The observations include photographs of the children at play, making the records a valuable document depicting the children participating in a broad variety of activities. Children have access to a good range of toys, which are safe and age appropriate. Children are able to choose those that they would like to play with, helping them develop independence in initiating their own play and learning.

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the early years provision

Children go on many outings in the local community, where they learn to accept and respect people's differences and develop their social skills. The childminder forms positive relationships with schools and pre-schools, which the children attend. This enables her to share information on a regular basis, enabling the children to experience continuity in their care and learning experiences. The childminder has given thought to her provision and constantly looks for ways to offer the children new experiences which will help them enjoy and achieve. Currently, she is increasing children's awareness of diversity through a range of activities relevant to their ages. She is keen to undertake further training opportunities and has attended many short courses. However, a systematic approach to self-evaluation is not currently in place to identify strengths and areas for development in order to improve outcomes for children.

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and outcomes for children

Children learn about safe behaviours as the childminder is a good role model to them. The childminder recognises that children need to build their confidence and sometimes take measured risks; for example, as they develop they will try new equipment in the play park. She is very conscious of encouraging their confidence and self-esteem and praises the children for their efforts. The childminder has This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 consistent expectations and rules, which help children learn to behave appropriately and consider how their actions affect others. This also enables children to feel confident and secure because they know what behaviour is expected of them. Good health is encouraged through sensible hygiene routines, opportunities for fresh air, exercise and healthy food.

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and outcomes for children

Children develop language skills well because the childminder listens attentively to them and responds appropriately. She makes eye contact with children, asks open- ended questions and models language, providing good opportunities for children's language development. For example, a child climbed onto her lap and held her hands and then started to sing an action song. The childminder joined in but did not take over the song, allowing the child to say the words. Good quality, attractive books are easily accessible, enabling children to use them independently if they wish, developing their awareness of the written word. They have opportunities to make marks with various items both when attending groups and in the childminder's home. Shape-sorters, puzzles and construction toys are used to increase children's awareness of quantity, size and position. A child explored the doll's seat and with increasing skill took the doll in and out of the chair. When the

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and outcomes for children

child tried to sit in the chair, they realised that they were too big to fit into it.

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and outcomes for children

Children have good opportunities to develop their creative skills as they sing songs, dance, make music, paint, use dough and dress up in their play. They learn about the natural world around them on outings to the park, where they collect leaves and talk about the weather. The childminder encourages the children to develop their senses on their outings. Children develop good social skills because they have good quality opportunities every day to meet with other children and adults. This enables them to learn to share, take turns and be confident in the company of others. Daily routines and outings are time-tabled, and parents are kept well informed. Each day is a busy one with time for rest, nourishment and opportunities to make free choices. This routine helps to ensure that the children feel secure and confident. 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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