Wakefield the Park School

Inspection report for early years provision

p.1

Unique reference number 108312 Inspection date 13/12/2011 Inspector Sheena Bankier

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 has been registered since 1999. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to provide care for six children under eight at any one time, of which three may be in the early years age group. There are currently three children on roll in the early years age group. The childminder lives with her family, including her secondary school aged child, in Maidenhead, Berkshire. The downstairs is mainly used for childminding with access to the first floor for sleeping and toilet facilities. There is an enclosed garden for outdoor play. The home is accessible at street level. The family has a pet dog.

p.4

Description of the childminding

Local facilities are within walking distance, such as, parks, schools and shops. The childminder is able to take and collect children from local schools and pre-schools. The childminder is currently working towards a recognised childcare qualification.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Children enjoy a suitable range of activities and the childminder provides some sound interaction to underpin children's satisfactory progress. However, the childminder does not always consistently extend children's learning or sufficiently observe and plan to promote children's progress consistently. Most areas of safety are sound and secure, although some aspects of the environment are not fully risk assessed or documented. The childminder takes suitable steps to improve and develop, which underpins satisfactory continuous improvement. Partnerships with other settings are inconsistent and do not always promote continuity to meet children's learning outcomes. Good communication and relationships with parents result in consistency in meeting children's needs.

p.4

further?

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

p.4

further?

 review the risk assessment to ensure it identifies all aspects of the environment that need to be checked on a regular basis (Suitable premises, environment and equipment) 06/01/2012

p.4

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) 06/01/2012 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the early years provision the registered person should:

p.4

further?

 develop systems and use observation as part of the daily routine, analyse your observations to help you plan 'what next' for individuals  consider further use of open-ended questions to support children's learning and underpin children's interest in similarities and differences during their play  review ways to communicate and work with other settings children attend to promote continuity in their learning.

p.5

the early years provision

The childminder demonstrates a secure understanding of her responsibilities to children's welfare. Training underpins the childminder's sound understanding of safeguarding issues. The childminder identifies most potential hazards to children in the home through completing risk assessments. She uses appropriate safety equipment to minimise most potential hazards to children, such as safety gates at the kitchen door and at the bottom of the stairs. However, the risk assessment does not identify all aspects of the environment that need to be checked regularly. For example, the childminder has not considered the potential risks to children posed by the toy box lid which is unsecured and very heavy. The childminder's current record of risk assessment does not contain the date it was carried out, by whom or the date of review. These are breaches of legal requirement. Children practise the evacuation procedure regularly, which underpins their suitable

p.5

the early years provision

Since the childminder's last inspection, she has started training towards a recognised early years qualification and attended some further training. This appropriately supports the childminder in reviewing and developing her practice. The childminder demonstrates a clear willingness to developing and improving her practice and service. As a result, she makes suitable continuous improvement. The childminder organises her paperwork soundly to maintain confidentiality of information. Overall, paperwork meets the requirements. Good partnerships with parents encourage 'two-way' communication and feedback to support appropriate self-evaluation. The childminder demonstrates a sound understanding of children's likes and dislikes. She is able to cater for these by offering resources, activities and outings tailored to these. The childminder provides good information to parents through written policies and procedures. She exchanges good information with

p.5

the early years provision

parents to enable her to maintain a good ongoing understanding of children's individual needs.

p.5

the early years provision

The childminder has some secure partnerships in place with other settings and communicates soundly with these using a communication book. However, the childminder is inconsistent in forming partnerships and there are no partnerships in place for some children who attend other settings. This means the childminder and some settings are unable to work together to promote consistency and continuity in children's learning outcomes. Children have free access in their natural play to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 some suitable resources that reflect a diverse society. This supports children in developing a positive awareness of similarities and differences. Resources are easily accessible to children to enable them to make their own choices. The childminder makes some good use of local facilities, such as soft play facilities and parks.

p.5

and outcomes for children

Children are confident in the childminder's care and home. They benefit from warm, caring good relationships with the childminder that support their self- esteem positively. The childminder raises children's appropriate understanding of safety, for example, she tells them about anything that may affect their safety and reminds them to be careful. Children select and choose resources independently and with confidence. Children tidy up, which the childminder acknowledges through praise for their help. The childminder encourages children to use good manners, for example, at meal times and provides appropriate reminders to use these.

p.6

and outcomes for children

Children enjoy suitable activities, outings and interaction from the childminder. The childminder praises children consistently, encouraging their participation and motivation to learn. She sits with the children during activities and play and offers different resources and activities when appropriate. The childminder underpins children's learning through play-based activities, for example, she asks some good questions, although at times these are quite direct. As a result, she does not always suitably underpin children's learning. During activities, the childminder identifies some areas for children to develop and progress to, such as learning about colours. The childminder encourages some appropriate activities to support this, such as colouring pictures and playing a fishing game to identify colours. Children demonstrate sound concentration during these activities, which promotes this skill soundly. However, the childminder does not always extend children's

p.6

and outcomes for children

learning sufficiently, for example, she points to pictures of two similar animals and tells children the names of them, although does not discuss the differences to underpin and extend children's knowledge further. The childminder's observation of children's achievements and steps to identify children's needs for further support is basic. Therefore, the childminder does not always fully consider and plan for children's next steps in learning. Children develop some appropriate skills for the future, such as counting and interacting with books. Children enjoy exploring electronic toys. This underpins their sound developing understanding of modern technology.

p.6

and outcomes for children

Children benefit from plenty of fresh air as they walk to and from school, visit the park and other open green spaces. Children are physically active through a broad range of different activities, for example, music and movement, visits to soft play facilities and playing ball. The childminder promotes appropriate hygiene routines with children, such as wiping children's noses routinely. This raises children's suitable understanding of the need for good personal hygiene. The childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 provides suitable food to children that include a balance of different foods, for example, sandwiches, fruit, a small amount of crisps and yoghurts. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

p.8

Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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