The Ferns Primary Academy

Inspection report for early years provision

p.1

Unique reference number 147128 Inspection date 21/11/2011 Inspector Carolyn Hasler

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder registered in 1998. She lives with her husband and child aged 14 years in the London Borough of Barnet, close to shops, parks, schools and public transport links. The whole of the ground floor and part of the first floor of the childminder's home is used for childminding.

p.4

Description of the childminding

The childminder is registered to 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. She also offers care to children aged over five years to 11 years. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register.

p.4

Description of the childminding

The childminder collects children from the pre-school, school and goes to Children's Centres regularly. She is a member of the National Childminding Association. She is a fully accredited childminder and claims funding for three and four year olds.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

p.4

The overall effectiveness of the early years provision

This setting is highly effective, it offers a welcoming and inclusive service where children make excellent progress in their learning and development overall. Partnerships with parents and others are highly effective. Self evaluation processes are fully developed and therefore effective in underpinning and securing improvement. The childminder shows an outstanding capacity for sustained improvement.

p.4

further?

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

p.4

further?

 continue to critically reflect on resources available to improve learning experiences for all children across the six areas of learning

p.4

the early years provision

The childminder has an exemplary knowledge and understanding of her roles and responsibilities to keep children safe. Regular training in safeguarding is maintained to a high level. The childminder understands the different signs of abuse and the procedure she needs to follow. Interagency links are made with This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 professional bodies where appropriate. The childminder and family members over the age of 16 maintain appropriate checks. Children's environment is risk assessed and a safe environment is maintained. Children display an excellent awareness of safety issues and recognise and understand how to keep themselves safe. Since the last inspection the childminder has developed her knowledge in childcare and has obtained accreditation status. Policies and procedures are reviewed regularly and successfully implemented. Systems to monitor the effectiveness of

p.4

the early years provision

the setting are robust because they look for patterns or trends and help the childminder identify priorities for development. The childminder has an excellent self evaluation process which takes account of parent's views, recognises where improvements need to be made and communicates an ambitious vision for the future. The childminder drives forward improvement to provide high quality care and education. The environment children play in is conducive to learning. The childminder has exceptional skills in flexible and imaginative planning. She is inspirational in the use of outdoor resources which takes account of children's creativity and interests. For example, resources include a hanging outdoor resource system full of treasures which change with the seasons or the interests of children. In addition, Children have created a semi permanent den from an overhanging tree and bamboo fencing which they have decorated imaginatively. The childminder takes well-

p.5

the early years provision

considered steps towards sustainability as many of the resources used are from the natural environment or recycled. Resources provided indoors are equally highly effective in engaging children's interest and creatively encourage exploration. The childminder is highly effective in supporting learning in an exciting and interesting way. She works in partnership with parents to establish effective starting points for children. She uses this information successfully to monitor children's development and plan for future learning. She has an excellent understanding of the Early Years Foundation Stage framework and uses this effectively in her role to support learning and development. Children clearly benefit and thrive from the environment they are in. The childminder is currently developing her resources to improve learning experiences for children. The childminder has an exceptional knowledge of each child's background and

p.5

the early years provision

needs before they are enrolled at the setting. There is a clear focus on establishing routines and practises closely linked to children's home experiences. Children have opportunities to meet and develop relationships with other people through outings to local community groups. This gives children firsthand experience in engaging others who look visually different, use different languages or behave differently to themselves. Play resources provide positive images of diversity and are extremely well integrated to allow children to explore their thoughts and feelings. Age appropriate activities are planned to help children learn about different cultures and their festivals. This builds the familiarity and acceptance of others. The childminders relationships with parents and carers are highly positive and communication is very effective. Parents are provided with information through daily diaries which record welfare issues, events and achievements. In addition

p.5

the early years provision

verbal feedback is available and there is a two-way-flow of information by e-mail. Parents value her knowledge of childcare issues; they share concerns and discuss next steps to support continuity between home and the setting. The childminder and parents are fully committed as a partnership to contributing towards children's wellbeing and development. As a result children use this setting on a long term basis. The childminder works in partnership with other childcare professionals. She This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 shares developmental information which offers continuity in learning. Her partnership working extends to developing her professional skills through close links to the local school and the children's centre.

p.5

and outcomes for children

Young children separate well from parents and settle quickly at the setting. They build a strong sense of security through the relationships they build with the childminder and other children. The childminder only takes on younger children and then builds long term relationships with the families. As a result children have a secure sense of belonging because their place within the setting is never threatened by new older children. Young children safely use a range of tools and equipment and fully understand how to play safely. For example, they make judgments and measure distance successfully when playing jumping games. All children are fully informed in evacuation procedures. They are extremely confident in talking about how they leave the setting calmly before the childminder rings for the fire brigade. Children work exceptionally well independently and are developing excellent negotiation and co-operation skills. They are extremely well behaved,

p.6

and outcomes for children

polite and well mannered. They show an excellent awareness of responsibility within the setting. For example, helping to tidy up resources or sweeping leaves. All children show an exceptional understanding of the importance of following good personal hygiene routines. For example, they talk confidently about why it is important to wash hands after going to the toilet. Each child has a colour co- ordinated towel. All children are learning about healthy eating and are offered snacks and hot meals during the day. They help to select snacks from healthy choices on offer. Drinks are accessible throughout their day. Very young children enjoy action rhymes and songs which teach them parts of their bodies. All children are offered innovative opportunities to use their imaginations and be physically active. For example, building dens and having outdoor adventures. They understand the importance of healthy lifestyles. Young children appear content

p.6

and outcomes for children

and settled because their health, physical and dietary requirements are well met. Children's individual progress is consistently excellent in relation to their capabilities and starting points. This is because the childminder has exceptional skills in creating inspirational environments which engage children's explorative skills. Her interactions with children support their learning very well. All children are encouraged to communicate. Emerging language is supported through conversational interactions and lots of repetitiveness. Young children are clearly listening, absorbing and experimenting with sounds. They hear clear diction and are encouraged to babble and express themselves. Older children are confident conversationalists. Young children are alert to and investigate things that challenge their expectations. For example, the problem solving and reasoning children experienced when playing with the home-made straw game. They have

p.6

and outcomes for children

opportunities to explore size, shape and numbers through every day activities, such as exploring the locked house game or working out puzzles. Children have first hand experiences when learning about life cycles of frogs and sunflowers. They are able to experience the changing seasons and the weather and explore the natural world. Children are able to be creative with music and explore sound. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 They confidently access information, communication and technology, such as the compact disc player, magnets or the computer. They play a full and active role in their own learning and show great curiosity and desire to explore. This results in children developing excellent early skills and becoming active and inquisitive learners. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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 1 The effectiveness of the setting’s engagement with parents and carers

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 1

p.8

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

p.8

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

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.9