Handel House Preparatory School

Inspection report for early years provision

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Unique reference number 120733 Inspection date 10/05/2012 Inspector Catherine Greenwood

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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 partner in Stanwell, near Staines, close to Heathrow Airport. There are local amenities near-by. Children have access to all rooms on the ground floor of the house and the upstairs bathroom. There is an enclosed garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register to care for a maximum of six children at any one time. There are currently three children on roll in the early years age group. The childminder also provides care for older children up to the age of 11 years. She has a National Vocational Qualification level 3 in Child Care and Education. The provision operates from Monday to Friday, for most of the year.

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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's individual needs are well met overall, due partly to the effective communication the childminder establishes with parents. The childminder dedicates her time to joining in children's play in an enthusiastic way that successfully captures their interest and promotes inclusion. The range of resources is satisfactory and those available are used well. Systems for observation, assessment and planning effectively support children to make good progress in most aspects of their learning and development. The childminder reflects on the quality of the provision and attends additional training, which helps her to identify and make continuous improvements to most areas of the provision.

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further?

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

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further?

 encourage children to attempt writing for different purposes  improve the range of construction and creative resources that can be used in different ways to promote children's skills and ability to express their creative ideas .  build on existing systems for carrying out observations and assessments, for example, by improving identification of the next steps in children's development across all six areas of learning.

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the early years provision

The childminder has a good knowledge of child protection procedures approved by the Local Safeguarding Children Board and understands her responsibility to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 protect the welfare of the child. She has recently attended safeguarding training, which has refreshed her knowledge of the action to take if she is concerned about a child. Children's safety is maintained through the use of comprehensive risk assessments. The childminder clearly identifies the action she takes to reduce potential hazards within her home and on outings. Self-evaluation is good. The childminder has recently started to complete a local authority quality assurance scheme. She can accurately identify the strengths and most weaknesses of the provision, which includes aims to improve the organisation of documentation. Recommendations made at the last inspection have been met. In addition, the

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the early years provision

childminder has attended training on 'meeting children's needs, free in natures playground', which has improved the opportunities for children to explore the natural environment. She has also become a mentor to newly registered childminders, which has enabled her to reflect on the quality of her own provision and identify strengths to share with other providers.

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the early years provision

Children have access to a satisfactory range of resources that are used well to promote most aspects of their learning and development. The childminder provides positive images that challenge children's thinking and help them embrace differences in gender, ethnicity, language, religion, culture, special educational needs and disabilities. For example, there are books, puzzles and disabled figures that are made easily accessible. Children learn about cultural festivals and events, as they take part in activities at toddler groups.

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the early years provision

There are currently no children on roll who attend other settings or need support from other agencies. However, the childminder is aware of the need to work in partnership with any other settings if the need arises. She establishes good communication with parents and completes daily diaries for some of the children, according to parents' requests. Letters from parents show they are happy with the provision. They describe their children being happy in the childminder's care and that they are keen to talk about the activities they do. Parents praise the childminder for her 'professional and helpful service' and say 'she does over and above what we would expect of her, for which we are truly grateful'.

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and outcomes for children

Children make good progress in relation to their developmental starting points in most aspects of their learning. They are fully included in all aspects of the provision. For example, they choose musical instruments, which they play with enthusiasm, in response to singing activities initiated by the childminder. The childminder has a good knowledge of children's individual achievements overall. She observes their play and identifies some next steps for their future development. The systems she uses do not fully support her identification of all aspects of learning that would benefit from greater attention, for example, experimental writing and challenging opportunities for children to use their own design ideas and for greater creativity.

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and outcomes for children

Children are happy and motivated learners and are generally well behaved. This is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 because the childminder has a calm approach, has clear behavioural expectations and encourages children to say sorry when there are any minor incidents. Children enjoy the childminder's involvement in their play and show independence as they access resources in the sitting room. They benefit from outings to toddler groups, where they make friends and learn how to behave as part of a group. Children show an emerging interest in books and enjoy listening to stories. The childminder asks questions about the names of animals within the books and shares information about their different habitats. Some children show an interest in attempting to write their name on their pictures. Further opportunities to build on this interest have not been fully considered.

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and outcomes for children

Children develop a concept of size, as they attempt to put toys into a play washing machine. The childminder is observant of their attempts and introduces language to describe the size of the objects. Children have a strong exploratory approach and are keen to solve problems, for example, as they complete puzzles. The childminder responds by providing more complex puzzles that capture their interest and provide them with sufficient challenge. Children learn to recognise colours, naming the colours of objects they play with. They are beginning to count in numerical order up to ten. They practise their counting skills during every day activities, such as, counting the steps they take as they walk up the stairs.

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and outcomes for children

Children have good opportunities to explore the environment and learn about the wider world. The childminder takes them on outings to farms, parks, the local airport and to the seaside during the school holidays. Children develop good hand and eye co-ordination, as they use pop up toys and a battery operated train. They have access to some construction resources, although these are unvaried and do not present enough challenge for older and more able children.

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and outcomes for children

Children play imaginatively with a play cooker and pretend food, finger puppets and plastic dinosaurs. The childminder joins in when appropriate and asks questions that sustain children's interest. Children enjoy colouring in pre-printed pictures and take part in art and craft activities, during weekly visits to toddler groups, where they make collages and paint. Opportunities to use a wider range of media are not frequently offered.

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and outcomes for children

The childminders garden is temporarily unavailable for children to use. Consequently, they are taken on daily outings to the park, where they play football and develop control of their movements, as they use playground equipment. Children learn about road safety on outings, as the childminder encourages them to look both ways before they cross the road. She reminds children not to touch dogs, unless the owner agrees and to use climbing equipment safely when they are in the park. All parents currently choose to provide food for their children, which include healthy packed lunches and snacks. The childminder ensures that children wash their hands at appropriate times, for example, during farm visits and before eating. She provides paper towels in her bathroom, which help to prevent the spread of infection. 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 3 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 3 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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