Caldecote Community Primary School

Inspection report for early years provision

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Unique reference number 132211 Inspection date 10/11/2011 Inspector Christopher MacKinnon

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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 husband and two adult children in Tolworth, Surbiton, in Surrey. All of the ground floor and one upstairs room are used for childminding, with an enclosed back garden used for outdoor activities.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. A maximum of six children aged under eight years may attend, with no more than three in the early years age group. The childminder currently has four children on roll with two in the early years age group. Children are taken on regular outings to local parks, toddler groups and play centres.

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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 is an experienced child carer, and effectively promotes individual children's development. Children have planned access to resources and activities, and make consistent progress with their learning. The childminder has close partnerships with parents and other carers. She appraises her practice to maintain continuous improvement and is developing the further use of assessment.

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further?

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

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further?

 develop the use of observation and assessment to more fully establish children's next steps in learning .

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the early years provision

The childminder is a well organised and established provider, and has completed training in childminding practice. She has also attended a wide range of supplementary courses, over the years, which informs her practice. Safeguarding is consistently well maintained within the setting, with clearly presented policies and procedures in place, to ensure children are kept safe and secure.

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the early years provision

To support improvement, the childminder is currently working to learn more about developing children's speech, and is reviewing her current application of observation and assessment. She conducts regular appraisals of her play programme and revises how resources and activities are presented to promote individual children's learning. She also uses feedback from parents as part of her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 self-evaluation process.

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the early years provision

The childminder uses her lounge and dining room for childcare, and provides a wide range of resources. Children make good use of assembly sets and floor layouts, and have a good range of small world and role-play materials; particularly dressing up clothes. Children can choose items easily from a range of boxes that are well displayed for access. The childminder provides a good range of outdoor play resources, and children make use of push-rides, a slide and mini-trampoline. The childminder also organises group play activities in her back garden play area, with group games and picnics in fine weather.

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the early years provision

The childminder is inclusive, and is attentive to supporting individual children's needs. She shows a good knowledge of children's development stages, and provides a considerable amount of one-to-one learning, that is particularly beneficial to supporting children's use of language. She also makes effective use of her engagement with parents, to help children progress. The childminder has experience of working with children who may require additional support for their learning. Diversity is positively represented through the use of resources, and cultural celebrations.

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the early years provision

To support partnerships, the childminder has good links with other settings. She collects children from school, and gathers information from teachers, which she passes on to parents. The childminder has recently helped two previously minded children make a successful transit from her care to the local junior school. The childminder works closely with parents and is supportive of their concerns. She invites parents to spend time with their children in her house, to observe their engagement in activities. The childminder also makes good use of questionnaires for parents, and parents are appreciative of her experience and advice.

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and outcomes for children

To promote children's enjoying and achieving, the childminder successfully organises planned weekly routines that include a good mixture of focussed learning and child led play. She follows seasonal events, like the Halloween, to provide art and craft activities. Children's own play ideas and interests are supported, with favourite activities like dressing up and making cakes, included. The childminder also organises frequent outings, as part of her planned play programme.

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and outcomes for children

Children gain skills and achieve well, and the childminder is an instinctive teacher. She successfully extends children's learning, and uses questions and focused activities to help children make progress. For example, repeating words to help children's speech and pronunciation. Children's progress is monitored, with photographs used to show development within the six areas of learning. Children's general priorities for learning are known by the childminder, but the consistent use of observation to identify their next steps is learning is currently limited. And is an area for improvement. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children have good support for their health and development. The childminder provides meals and snacks and children learn about healthy eating. For example, the childminder ensures children have fruit and yoghurt every day. Children also

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and outcomes for children

enjoy frequent cooking and food preparation activities with the childminder. To promote children's physical development, a wide range of activities take place. When indoors, children enjoy the sleeping bunnies' game, and perform actions to songs such as, head, shoulders knees and toes. A good range of outdoor activities also promotes physical development, and outings to play centres are specifically planned to provide active play opportunities for children.

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and outcomes for children

Children are positively encouraged to feel safe within the childminder's home, and engage confidently in play and choosing resources. The childminder has considerable experience of children starting and commencing care, and familiar objects and comfort items are used to help children feel reassured. The childminder has well organised safety procedures in place, and a full range of risk assessments, including for outings. The childminder works well to promote children's personal and social development. She provides a lot of praise and encouragement, and is aware how this supports children's confidence and achievement. The childminder also helps children to tidy up and put away their toys, which helps to build routines and establish structured play.

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and outcomes for children

Children's skills for future learning are successfully promoted. Children have good support for communication language and literacy. For example, they learn to say the names of colours during shape sorting activities. Children learn new words, and the childminder uses an alphabet jig-saw, to explore letter shapes and sounds. To support problem solving, children use manipulative toys and assembly sets and become involved with mixing and measuring during cake making. The childminder frequently introduces counting into activities, and children learn about sizes, and a little and a lot.

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and outcomes for children

To provide creative development, children have expressive role play, and enjoy dressing up. The childminder provides planned art activities. For example, children use sponges, cotton wool and brushes, to explore picture and pattern making, with paint. The childminder uses transport themed toys and resources to support children's knowledge and understanding of the world. Children are also taken on a wide range of outings. A particular favourite is going to the local cafe for toast and snacks, which provides a good source learning, and widens children's experience. 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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