The Grove Primary School

Inspection report for early years provision

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Unique reference number 141469 Inspection date 09/05/2012 Inspector Kim Mundy

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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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 2001 and she lives with her partner in Hanslope in Buckinghamshire. The whole of the house is used for childminding purposes and there is an enclosed garden for outside play. The childminder walks and drive to local schools to take and collect children and she attends local pre-school groups. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. When working on her own, she is registered to care for a maximum of six children under eight at any one time and of these, three may be in the early years age range. When working with two assistants together, they may care for up to nine children in the early years age range at any one time. They are currently minding 14 children in this age group at different times.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children have a superb time in the care of this passionate and dedicated childminder and her assistants. The extremely strong emphasis on partnership working with parents and others results in children's individual needs being met very effectively. Overall, their achievement is outstanding because the childminder is highly focused on fulfilling the learning and development needs of each child. The childminder successfully creates a very welcoming and secure environment where children's safety and welfare are paramount. Her capacity for further improvement is excellent; she sets clear goals and has very effective arrangements for monitoring and evaluating her service.

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further?

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

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further?

 increasing the range of activities that help children to understand that people have different views, cultures and beliefs that need to be treated with respect.

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the early years provision

The childminder places a very strong emphasis on safeguarding children and promoting their welfare. The childminder is clearly aware of the signs and symptoms that may lead to child protection concerns and of how to report such concerns. She has an excellent awareness of safety issues and is extremely vigilant in her supervision of the children. Very comprehensive risk assessments are carried This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 out to promote children's safety in the home and when on outings. The childminder and her assistants are very organised and work extremely well as a team. As a result, children flourish in this very homely environment.

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the early years provision

Overall, the provision for promoting inclusive practice is outstanding. Children are having fun; they love the very welcoming and inclusive atmosphere in which they play and learn. There is an excellent range of high quality toys and resources, which are beautifully presented and well laid out with space for children to explore and investigate throughout the house. Children are learning about the world in which they live through playing with resources that promote diversity in a positive way. Activities to raise children's awareness of diversity in society further, by highlighting celebrations of special days for example, are not so wide ranging. The childminder knows the children very well and she is highly focused on fulfilling the needs of each individual. Parents are particularly impressed the way on which the childminder picks up quickly on any concerns. They appreciate they way she includes all children equally, especially those who may be quieter than others.

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the early years provision

The childminder has excellent systems in place to monitor the effectiveness of her provision. She thoroughly respects and values the views of children and parents. She reflects extensively on her practice. Since the last inspection, the childminder has made excellent continuous improvement by attending training courses to enhance her knowledge and skills in caring for children. Current practices and the significant desire to do better, confirm this childminder's outstanding capacity to improve.

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the early years provision

Exemplary partnerships exist between parents and the childminder. She nurtures children's emotional well-being by gathering very detailed information about their welfare and development when they first start. Furthermore, the childminder offers home visits to meet the children in their own environment. She provides a wealth of information for parents. For example, she uses an on line system to consistently observe, evaluate and record the children's developmental progress. By using this system, parents are able to continually access and comment on their child's education and welfare. This comment from one parent reflects the views of many others, 'My child has achieved a lot in the time he has spent in this childminding environment and he has blossomed in her care'.

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the early years provision

The childminder establishes extremely effective links with other settings the children attend. This provides excellent continuity of care and complements their learning. In order to facilitate children's smooth transitions to pre-school and school, staff receive invites to the childminder's home. There is an outstanding focus on preparing children for their future education.

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and outcomes for children

Children are flourishing as they develop highly positive attitudes towards healthy life styles. Very effective personal hygiene routines support children in becoming independent. The childminder caters for children's individual dietary requirements. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 They experience relaxing and sociable meal times as they sit together and learn good manners. Children develop excellent control over their bodies as they play on challenging apparatus in the garden. They go to parks where a wider range of physical activities is available. Children are developing a significant awareness of how to keep themselves safe. For instance, when out in the community, they learn about road safety and stranger danger. They are very well behaved and respond positively to the consistent praise and encouragement given by the childminder. As a result, children are developing positive self-esteem and abundant confidence.

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and outcomes for children

The very strong emphasis on children's welfare matches the concern for helping them to achieve in their learning.

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and outcomes for children

Children benefit from the childminder's excellent knowledge and understanding of the early learning goals. She provides an exciting and extremely well planned curriculum that helps children develop skills for the future. On-going assessments very effectively monitor children's progress. The information gathered helps the childminder and her assistants to identify what they need to do to help the children to achieve their next goal. They guide and support, rather than direct the children's learning. The childminder uses a rich vocabulary to encourage, praise and extend children's participation, concentration and independence in a wide range of appealing learning activities. She is skilled at knowing when to intervene and when to stand back. She enables the children to explore, for instance, as children decide to build carports with bricks. Children increase their early writing skills as they make patterns with their fingers in sand, paint and jelly. They enjoy

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and outcomes for children

chalking and crayoning both in and outdoors. Children understand that words are important as they write in their passports and read storybooks.

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and outcomes for children

Children develop excellent problem-solving skills as they build with various construction toys and fit puzzles together. They confidently name numbers, colours and shapes. They find out how things work as they use telephones, cash tills, workbench tools and programmable toys. Children are exploring change as they observe snow melting or mix paint. Their learning is progressing through worthwhile experiences, such as feeding the ducks and planting vegetables in the garden. Children are being creative and imaginative as they join in many activities, such as baking or sticking. They make choices during a cooking activity about what they want to put on their pizzas and thoroughly enjoy eating these for lunch. Children's speaking and listening skills are well developed as they have fun playing musical instruments. They listen to different types of music, joining in action songs and rhymes. The childminder and her assistants are thoroughly committed and

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and outcomes for children

highly enthusiastic about their roles in supporting children. As a result, the children receive extremely positive learning experiences and above all, they are having lots of fun as they learn. 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 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

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Stage

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

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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

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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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