Sir Alexander Fleming Primary School

Inspection report for early years provision

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Unique reference number 132086 Inspection date 24/11/2011 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 was registered in 1993. She lives with one adult child in Kingston- upon-Thames, Surrey. Childminding takes place on all of the ground floor, and children have access to an enclosed front garden for outdoor activities. The childminder has an early years childcare qualification at Level Three.

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Description of the childminding

The childminder is registered on the Early Years Register and voluntary and compulsory parts of the Childcare Register. A maximum of five children under eight years may attend, with no more than three in the early years age group. The childminder currently as four children on roll, with three in the early years age group. The childminder makes frequent outings to parks 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 successfully promotes children's development. Children have access to an excellently resourced play environment, and make consistent progress with their learning. The childminder has established close partnerships with parents, and is developing her use of assessment. Regular self-appraisal is used to promote continuous improvement.

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further?

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

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further?

 develop assessment to more clearly identify individual children's next steps in learning.

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the early years provision

The childminder has been registered for over fifteen years. She presents a well organised play programme, and makes effective use of a well prepared play environment to promote children's learning. Safeguarding is consistently organised, with a clearly presented range of policies and procedures in place to maintain children's safety and security.

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the early years provision

The childminder shows a positive approach to managing improvement and is currently planning to develop more of her garden, to provide outdoor play opportunities. She maintains the ongoing development of new resources for children, and has recently started to learn Makaton signing. The childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 applies self-evaluation to appraise her practice. She regularly assesses the effectiveness of her play programme, and develops her practice through meetings with local childminders, and her early years advisor.

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the early years provision

A highly organised and prominent feature of the childminder's provision, is the presentation of a stimulating learning environment. She takes particular care to provide a well considered range of resources. Children have an excellent range of opportunities to explore materials. And can choose items easily, from well stocked baskets and low shelves. The childminder provides an excellent range of visual learning opportunities. For example, she has displays to support children's awareness of numbers, the alphabet and a world map. A well featured Autumn display is also in place to promote her current learning theme. Younger children have a particularly well prepared play area, with soft play and child-sized tables and chairs. A lap-top computer is also in place for older children. An excellently resourced outdoor area is also provided, with a climbing frame, and a wide selection of resources for learning outdoors.

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the early years provision

The childminder takes care to be inclusive, and help individual children make progress. She shows a good knowledge of their individual learning needs and plans accordingly. For example, successfully promoting individual children's speech, and working closely with parents to focus on their first words. The childminder has an inclusive approach to the organisation of the play programme, with a well presented selection of diversity and disability based play and learning materials provided.

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the early years provision

The childminder works successfully with parents. She uses daily diaries to provide care and welfare information with parents, and make brief reports on their children's activities and development. Parents also have access to their children's learning journals, and the childminder makes good use of parent questionnaires to learn their view of her practice. To maintain effective links and learning partnerships, the childminder works closely with the local junior school. She includes school learning projects in her planning, and facilitates children's homework and continued learning. The childminder also makes use of her links with local childminders, to provide organised group activities for minded children.

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and outcomes for children

Children's enjoyment and achievement is consistently well supported. The childminder has an organised approach to planning for learning, which shows her long years of experience in child care. She also successfully demonstrates her early years training. For example, by being able to identify patterns in individual children's play, and use them to promote their interests. Most of the younger children's learning is child-led, and based on their development stages. Older children have well planned play themes and projects, such as exploring Autumn colours and learning about mini-beasts. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The observation and assessment of children's progress is well managed. Each child has a learning journal, where photographs are combined with written comment, to show children's achievement. The childminder also carries out periodic assessments against all of the six areas of learning; and this provides some good

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and outcomes for children

detail on children's overall development. However, the identification of children's next steps in learning is currently unclear and not fully in place; and this is an area for improvement.

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and outcomes for children

Children's healthy development is well supported by the childminder. The youngest children in her care are progressing well with their early walking, and children are provided with healthy foods and snacks. The childminder is a strong believer in supporting children's physical development, and many expressive activities are provided indoors, such as dancing and movement games to music. An extensive range of opportunities for physical learning is provided in the childminder's well stocked outdoor play area; with equipment and materials that encourage climbing, and developing balance. Children also have frequent outings to active group play sessions, to further support physical confidence.

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and outcomes for children

Children are successfully made to feel safe and happy at the setting. The childminder gives a lot of cuddles and responds well to children's need for tactile reassurance. She takes particularly good care when settling new children. She works closely with the family, and may even spend time in the minded child's home. The childminder believes in the importance of helping children to be polite and respectful of others. And to support their personal and social learning, the childminder has a large 'golden words' learning display. Which provides a visual reminder for children to share and take turns, and cooperate during play.

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and outcomes for children

Children develop good skills to support their future learning. To promote children's communication, and literacy, the childminder provides easy access to books, and has frequent mark making activities. She also makes consistent use of rhymes, to promote children's speech. To develop problem solving and numeracy, children make good use of a wide range of manipulative toys. A strong awareness of counting is included in the play programme. For example, children learn about sizes and numbers when making play dough sausages. Children's expressive and creative play is also consistently well promoted. Children have a lot of 'sounds' based learning, and respond well to activities that have a sound or singing element. The childminder also provides a good range of well planned art and craft activities; with mixed media. For example, cutting and tearing coloured paper to make 'scrunch' pictures. To promote knowledge of the world, children have

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and outcomes for children

transport and travel play, with roadways and train layouts. Children are also helped to recognise different animals from books, and match them to other play resources. 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 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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