Wistaston Green Primary and Nursery School

Inspection report for early years provision

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Unique reference number 134998 Inspection date 16/05/2012 Inspector Jan.Leo@tribalgroup.com

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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 2000. She lives with her husband and two children in a residential street close to the centre of Banbury. The whole of downstairs is used for childminding with access to upstairs for sleeping and use of the bathroom only. There is a fully enclosed garden available for outside play. The home is within walking distance of local shops, parks, pre-school and school.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder's husband is registered as her assistant. When working alone, the childminder may accept a maximum of five children under the age of eight years at any one time, of whom two may be in the early years age group. The number of children in the early years age group may be increased to four when working with her assistant. The childminder currently cares for a total of four children and all are in the early years age group. The children attend on a full and 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

The children are well served by this setting and make good progress due to the relaxed approach to their development. Equality and diversity are actively promoted through topics and strong partnerships. This results in children developing a strong sense of self-worth and fitting in like part of the family. All aspects of health and safety are robust and behaviour is very good. The childminder shows a keen desire to raise standards higher. She continues her own development in order to drive and maintain continuous improvement. All of the necessary policies and procedures are in place with formal documentation supporting consistency and effectiveness. Some of the paperwork however, lacks the necessary detail to be of full value.

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further?

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

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further?

 update children's progress records more frequently and routinely date observations, to help identify gaps in learning and enable a quick response to any difficulties.

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the early years provision

The childminder has a secure understanding of child protection issues and the procedure to follow if concerns arise. She supervises children closely at all times This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and maintains effective risk assessments to remove or reduce hazards. The childminder teaches children about safety. This is in order to prepare them for future independence, providing clear, age appropriate explanations about the reason for doing things. This helps them to develop their understanding of danger without becoming fearful.

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the early years provision

Equality and diversity are considered a high priority by the childminder to help children feel valued and welcome. The childminder gets to know the children and their families well in order to tailor care to suit individual needs and preferences. She celebrates children's home languages by using a multi-lingual book to name familiar objects and asking the children what some words are in their mother or father's tongue. The childminder shows great interest in children's backgrounds and lifestyles. She builds well established partnerships with parents to create effective two-way communication and keeps them involved in decision making processes. She provides easy access to policies and useful documentation about their children's development, to strengthen relationships. The parents value the service highly, appreciating the reliability of the care and clear routine that helps their children to settle well. The childminder fully understands the benefits of

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the early years provision

partnership working, when care is shared. She plans visits to groups before children start and formal meetings to help develop effective shared care plans and maximise children's early years experiences. She talks to children about proposed new carers. She shows children photographs of people that will care for them and talks about the adults at regular intervals to make sure they become familiar.

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the early years provision

The childminder makes good use of her resources to keep children stimulated; playing with them to make sure the children know what to do and are fully included. She links learning routinely within household tasks and free play to put learning into context, helping children learn effortlessly. The childminder's home is conducive to learning. This is because the equipment is age appropriate, available at low-level for easy access, and connected to children's interests to inspire participation. As a result, the children join in enthusiastically and happily help clear away before moving on to another activity.

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the early years provision

The childminder takes a self-reflective approach to what she does and successfully identifies areas for development to help drive improvement. For example, she recognises that paperwork is not a strong point and has booked a place on a training course to develop this area. Indeed, the childminder attends numerous relevant training courses to increase her skills further, supplementing advice from other childcare professionals to help maintain continuous improvement.

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and outcomes for children

The children show a high degree of confidence during their play, mixing well and sharing their thoughts and feelings on equal terms. The older children play very well with others and alone. They respond appropriately to questioning which challenges their thinking and reasoning. For example, they select the colour of dough to use in a craft activity, decide to make cakes or pancakes and follow This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 instructions on how to use various tools to shape their creation. The children cut the dough following indentations made by the childminder, to practice early mark- making skills and develop control over their movement. They talk about rolling the dough into a circle before making a triangle to bring in mathematical concepts and shape and roll the dough with ease. The children concentrate well and welcome the childminder's intervention. She shows them what to do before letting them try

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and outcomes for children

things for themselves to develop their independence. The children respond well to expectations, helping pack away the dough into the correct tubs to sustain it in good condition, taking off their shoes after outdoor play and going to bed for a nap without a fuss. This demonstrates their security through having a consistent routine and shows they are relaxed and happy in the childminder's care.

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and outcomes for children

The children benefit from fresh air and exercise on a daily basis in order to develop a healthy lifestyle. They don their coats to protect them from the cold, wash their hands when they go indoors to remove dirt and germs. They learn about the reason for hand washing to develop good practice for the future. The childminder promotes healthy eating, advising parents as necessary on suitable contents for lunch boxes to keep children sustained throughout the day. She works in partnership with parents by seeking permission for several aspects of children's care, including permission to offer children new foods to try after cooking activities. This partnership working helps the children make good progress in relation to their starting points. The childminder tracks progress and sets targets for children to work towards to help narrow any gaps in their development, creating a balanced and effective day for all. However, some progress records are

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and outcomes for children

updated infrequently and have incomplete dates. This makes it difficult to assess children's rate of progress and respond quickly to any identified gaps.

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and outcomes for children

The childminder successfully links learning throughout play to put things in a relevant context. She talks to the children continually to help them know what to expect and she uses age appropriate explanations to develop understanding for all ages. Even the babies are included because the childminder recognises their ability to understand things well before they can speak. The babies sit on the childminder's lap to watch craft activities. They have opportunities to explore textures and feel involved in the activity alongside their older and more able peers. Babies listen when spoken to, focus their eyes on the speaker and use facial expressions to respond to those who speak. The children are kept busy and stimulated due to the high level of attention they receive. They enjoy their day and benefit greatly from learning in a relaxed way through everyday activities and routine tasks which help develop their knowledge of modern life.

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and outcomes for children

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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