St Andrew's Primary School

Inspection report for early years provision

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Unique reference number 132479 Inspection date 19/04/2012 Inspector Shaheen Belai

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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 1994. She lives with her adult son in Canning Town, within the London Borough of Newham. The whole of the ground floor and two bedrooms on the first floor are used for childminding. There is a garden available for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years of age; of these three may be in the early years age range. The childminder is also registered to work with an assistant. When minding with an assistant, she is registered to care for a maximum of seven children under eight years of age; of these, four may be in the early years age range. The childminder currently has three children in the early years age range on roll, attending on a full and part- time basis. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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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

Children make good developmental progress, as they receive quality care in a safe environment. The childminder and her assistant are attentive and recognise each child's uniqueness. Children engage in plenty of activities that promote their learning in all areas of development. Effective observation and assessment systems are in place to support children to make good progress. Partnership with parents and other professionals is strong. Documentation is well organised and contributes to children's overall well-being. The childminder demonstrates a sound commitment to continuous improvement. This is evident from further training attended and improvements made since her previous inspection. Systems for self- evaluation have been introduced, however, they are in their early stages.

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further?

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

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further?

 develop further the self-evaluation process to help identify ways to improve outcomes for children.

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the early years provision

Effective arrangements are in place to safeguard children. Suitability checks are in place for adults in regular contact with the children. The childminder and her assistant are trained in current first aid and are aware of procedures to follow This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 when addressing accidents. Detailed risk assessments of the premises and of the wide range of outings the children participate in contribute to children's safety. Documentation is very well organised and contributes to children's overall welfare. The records include children's attendance, details of accidents and details of visitors to the premises when minding takes place. Children have access to a child-friendly environment, made welcoming with the display of colourful posters and photographs of the children themselves. Space is organised very well to allow children to move freely to choose activities throughout

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the early years provision

the play area. A varied range of resources is used to ensure young infants are safe when they eat and play, such as using boosters seats with harnesses and soft cushions when playing on the floor. Resources are of good quality and offer children learning opportunities in all six areas of learning. Play materials include a range of positive images to allow children to explore the differences in themselves and the diverse community they live in. Inclusion is highly promoted, as the childminder identifies the uniqueness of each child in their planning of learning and care needs. The use of the community groups and venues, such as visiting the library, attending drop-in groups and visiting the local farm, broaden children's learning experiences. Parents are included from the onset of settling-in to exchange relevant information with the childminder. Information is sought to ensure children's individual needs

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the early years provision

are identified and planned for, such as supporting children who may be learning English as an additional language. Daily communication ensures relevant information is shared and monthly meetings allow both the childminder and parents to meet on a formal basis. Feedback from parents via the use of parental questionnaires is highly positive of the childminder's service. A range of policies and procedures that contribute to children's overall welfare is provided to parents. The childminder has developed links with other professionals delivering the Early Years Foundation Stage in settings that children may also attend. She also provides written transition information when children are moving on to another setting, and visits with children beforehand so that they become confident to move on. The childminder demonstrates her commitment to ongoing improvement. The childminder has met the previous recommendation to ensure she informs Ofsted of

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the early years provision

relevant changes, this has enhanced children's safety. The childminder attends her network childminding group regularly, allowing her to meet, and gain relevant information from, her coordinator. She continues to attend training that she feels she will benefit from and has also gained a recognised childcare qualification since her last inspection. The childminder has only recently begun to explore self- evaluation. For example, using feedback gained from parental questionnaires, exploring some feedback from her coordinator and is beginning to view the contents of the Ofsted self-evaluation form. She has sought attendance at training in addressing self-evaluation in the very near future with her local authority.

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and outcomes for children

The childminder has implemented effective systems for observational assessment to monitor and support children's learning and development. Children present very This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 high levels of skills for their age. Therefore the childminder ensures that she keeps them challenged through careful individual planning and using different learning themes to engage their interest. She plans a consistent range of adult-led and child-initiated play activities. Children are very happy in the care of the childminder; there is lots of chatter, laughter and smiles. Children snuggle close to the childminder when she invites them to choose books and bring them to her to read. She is skilled in reading to children to capture their attention, she questions them to check their understanding and promote their language skills. The books offer a range of

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and outcomes for children

stimulating textures and sounds as well as normal pictures and words to promote early reading skills. Children are busy at all times, playing in harmony with their friends and are eager to meet with other children who arrive later in the day. They learn to explore different mediums and textures, such as printing with paint, play with pasta, jelly and play dough. She recognises the different skills presented by children and caters for them to be supported, such as providing special scissors to allow much younger children to develop skills in cutting. Children learn to operate interactive resources with sounds and lights, they also have access to a children's computer to initiate early skills in operating information technology. Children explore the wider world, such as learning about different animals and their sounds. They are further thrilled as the childminder provides them with access to a real rabbit. They learn to develop nurturing skills as they learn to handle the rabbit,

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and outcomes for children

discuss his features and needs. A range of puzzles engage children to problem solve. Children count out confidently and learn to call out the alphabet. This is supported well by the childminder who uses strategies to learn through the daily routine. Children participate in cooking and gardening activities, engaging them to learn to measure, use different tools and monitor the growth of plants. Celebration of religious festivals widen children's experiences and knowledge of others. Children are showered with praise and recognition, promoting positive self-esteem and an understanding of right from wrong. The childminder uses positive and consistent strategies when dealing with any unacceptable behaviour. For example, she uses a star chart for older children and engages the children to recognise the progress they are making. The childminder and children follow good hygiene measures. For example, children receive explanations about why they need to

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and outcomes for children

wash their hands after handling the rabbit and know where to go to wash their hands independently. Outdoor play features regularly in the weekly plan to promote a healthy approach to exercise for children. Children enjoy healthy food and snacks, which are planned weekly and also reflect special diets. Children learn about safety from consistent reminders, such as not to stand on chairs or being included in regular evacuation drills. 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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