Eastbrook Junior School

Inspection report for early years provision

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Unique reference number 129140 Inspection date 29/11/2011 Inspector Susan Marriott

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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 1993. She lives with her husband and two grown up children aged 25 years and 23 years, in a house in Brookman's Park, near Hatfield. This setting is within walking distance of local amenitie,s including the school, toddler group and park. The whole of the ground floor is used for childminding, comprising of a lounge, kitchen, dining room, conservatory, downstairs toilet and study. There is also access to an enclosed garden for outdoor play. The family have two pet cats.

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Description of the childminding

The childminder is registered on the Early Years Register to care for a maximum of three children in the early years age range. She also offers care to children aged over five years and is registered on the voluntary and compulsory parts of the Childcare Register. The childminder is currently caring for four children in the early years age range on a part-time basis.

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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

This childminder thoroughly enjoys her work and gets great pleasure in seeing all of the children in her care grow and develop. This enables her to meet their welfare, learning, developmental and individual needs, in an inclusive way with good levels of success. However, she is not making sufficient use of the Early Years Foundation Stage framework to guide her planning, observations and identification of next steps. The childminder builds good relationships with parents to underpin children's welfare and is beginning to use self-evaluation as an effective process for identifying areas of her provision for development, thus, supporting good capacity for continuous improvement.

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further?

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

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further?

 link planning, assessment and learning priorities to secure children's good progress towards the early learning goals, for example, through the use of the criteria in the Practice Guidance for the Early Years Foundation Stage.

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the early years provision

Clearly written policies and procedures and all required written records, underpin the safe and effective management of the service. Children's welfare is given the utmost priority by the childminder and she has a good understanding of her responsibilities relating to safeguarding children. The childminder and all adult members of the household, have the relevant Criminal Record Bureau disclosures. Comprehensive risk assessments are in place and effective action is taken to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 manage or eliminate risks for children. The childminder has recently taken a break from childminding due to illness and is delighted to be back working with the children. She has consistently updated her skills and knowledge as she has attended training courses on a regular basis. She has embraced the Early Years Foundation Stage, implementing this to a good standard throughout. She has

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the early years provision

reviewed her documentation and has identified plans for the future. For example, she wants to improve her systems of observing and assessing the children. The childminder is well-organised and is using informal self-evaluation as an effective tool to sustain continuous improvement.

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the early years provision

The childminder's home environment is arranged to positively promote children's progression towards the early learning goals. Free-flow play is encouraged and resources are well-organised and accessible in the playroom, enabling children to make independent choices about their play. She has a good understanding of anti- discrimination and this means that she provides a service which is inclusive for all children and their families. The childminder encourages children to recognise differences, offering them information about other ways of life and encouraging them to respect diversity.

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the early years provision

The childminder has a secure understanding of the importance of partnership working to support children's continuity of care and transitions. She has established good links with others involved in the care and education of the children for whom she cares. Relationships with parents and carers are good and the childminder shares useful information with them, both verbal and written. References from parents state that the childminder 'provides an excellent level of care and a wide variety of entertainment and stimulation'. Parents confirm 'we have never felt that our children have been left bored or neglected'. They commend the childminder for 'always being approachable, flexible, honest and trustworthy'.

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and outcomes for children

Children play happily and make their own choices from the activities on offer. They particularly enjoy drawing, cutting and sticking. They like to play imaginatively with dolls or join in with group board games. The childminder helps and supports them in their early writing and number skills. For example, she points out that there are two letters on the colouring page that are the same as the ones in the children's names and encourages the children to count the pieces of play dough on the table. Children learn about the world around them as they watch the squirrels who visit the garden from the woods behind the house. They like to watch the magpie trying to get into the bird feeder and the wealth of wildlife in this garden. Children begin to solve problems as they try to complete a large alphabet floor puzzle, working out which piece fits, with encouragement and sensitive support from the childminder. She offers copious praise for their achievements which builds their

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and outcomes for children

self-esteem and confidence to such a degree, that the children want to do the puzzle again.

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and outcomes for children

Children use play dough tools and materials for particular purposes and begin to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 show increasing control in their use of their hands to make dough 'sausages'. They begin to use representation as a means of communication as they tell their childminder what they have made with the dough. Older children learn creative skills when making cards, for example, for their parent's birthdays. Children are valued and included. The childminder shares her time between them, for instance, talking with older children while attending to the needs of the younger ones. Children show increasing independence and are learning to look after themselves. For example, the childminder encourages them to put on their own shoes and coats, learning life skills for the future. They talk with their childminder, about what they are doing or about nursery school and their plans for the rest of the

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and outcomes for children

Children enjoy the facility of a playroom at the back of the house. Many resources are set out on shelves and the floor so that there is plenty of choice. Children have good access to a downstairs toilet and to the back garden. The childminder spends her time with the children and organises play activities in different rooms around the house. Consequently, children feel very much at home. Children benefit from a wide variety of different experiences. The childminder likes to take the children on at least one outing every day, which ensures that the children get plenty of fresh air and exercise. They enjoy playing in the large garden or visiting local parks and lakes. When the weather is not so good, they enjoy trips to indoor activity centres. She offers good opportunities for outings in the holidays with the local childminding group, for example, to farms, zoos and the seaside.

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and outcomes for children

Children are protected from cross-infection because the childminder follows good hygiene practices and children develop their own awareness of good hygiene. Good procedures are in place to promote children's health. Children make good progress towards the early learning goals because childminder observes and assesses their progress and uses observations to inform future planning. However, she accepts that she is not making sufficient use of the Practice Guidance to link her plans, observations and assessments, to show the progress children make and to identify the next steps in learning. The childminder prides herself on her provision of a safe, secure and healthy home environment. Children feel safe when out and about because she gives clear boundaries and rules before leaving the home. For example, no running off and walk next to the buggy. Children make a positive contribution because they are seen as individuals who progress at their

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and outcomes for children

own pace. The childminder places paramount importance upon developing children's skills for the future, to ensure that children are ready and able for the start of school and their on-going development. 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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