Friarage Community Academy

Inspection report for early years provision

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Unique reference number 147448 Inspection date 28/05/2012 Inspector Mary Daniel

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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 1995. She lives with her four children aged 19, 18, 14 and eight years in a semi-detached house, situated in Whetstone in the London Borough of Barnet. Children have use of a front room, hallway, kitchen/diner, separate play room and bathroom downstairs. The upstairs rooms and garden are not used for childminding.

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Description of the childminding

Ofsted have registered the childminder on the Early Years Register and both parts of the Childcare Register to care for a maximum of five children aged under eight years, of whom no more than three may be in the early years age group at any one time. There are currently six children on roll, of whom three are in the early years age group. Overnight care is not included within the registration.

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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 are very settled and respond happily to the friendly childminder. They enjoy a variety of exciting play activities, which effectively promote their overall learning and developmental needs. Strong and positive relationships are formed with parents, which helps children feel safe and valued. However, systems for sharing children's learning achievements with them and other providers, children attend, are not fully established. The childminder is reflective of her practice and is keen to provide high quality care and promote very positive outcomes for children. Consequently, her capacity to maintain continual improvement is good.

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further?

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

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further?

 develop the opportunities for parents to share information about their children's developmental starting points, to maintain a fully shared approach to their learning  extend the links formed with other providers children attend to develop an effective two-way flow of information to fully promote consistency for every child in their overall learning and development

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the early years provision

The childminder has a competent awareness of safeguarding issues and matters relating to children's welfare. She is actively seeking further training to keep This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 updated on procedures to follow should any concern arise. Children's safety is promoted effectively and risk assessments are regularly reviewed. This helps to identify suitable safety prevention issues according to children's developing needs. For example, kitchen cupboards and drawers are secured, and sleeping children are carefully monitored. Outings are assessed for safety and the childminder takes a first aid kit and mobile phone with parent's contacts details.. This helps to support children's well-being and prevent accidents. Children play in a bright and inviting play room. This is well resourced with a great range of colourful, age appropriate toys and games. For instance, toddlers can easily access a range of toy

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the early years provision

cars and trucks that encourage their enjoyment of exploring toys that move. Children snuggle into the comfy book corner and at times like looking at the colourful, moving lights on the ceiling. The childminder actively encourages children to develop an awareness of how others live. For example, as they talk about Diwali being the festival of lights. They decorate Easter eggs with glitter and sometimes go to see their friend's nativity play or harvest festival service. In addition, they see positive images of diversity within their playroom. This supports them in developing a strong understanding of the differences within their world.

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the early years provision

Parents say they are extremely happy with the care their child receives and say there is always a nice family atmosphere. They feel their child is happy and cared for in a warm, loving environment and the childminder is conscientious. Daily discussions with the childminder keep parents very well informed of their child's activities. In addition, they are given copies of the childminder's policies. This helps them be aware of the care provided for their child. However, limited information is shared about children's developmental starting points when a child first settles with the childminder. This has some impact on how the childminder initially plans for children's individual needs. The childminder has initiated links with some other providers children also attend. However, this liaison is not yet fully established to effectively promote consistency in all aspects of their care and learning.

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the early years provision

The childminder is keen to improve her practice further and actively reviews the provision offered. For instance, she has changed the layout of the playroom to provide further play opportunities for children. Since her last inspection she has made the complaints policy available to parents and children regularly practice fire drills. This helps to promote partnerships with parents and keep children safe in emergency situations. The childminder has identified training courses that she wishes to undertake to improve her own skills, and this shows a positive approach to continual development.

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and outcomes for children

Children are very content and relaxed in the welcoming, family home environment. They are keen to play and eagerly help the childminder to build a train track and carefully fit the pieces together. They become totally absorbed in pushing the trains back and forth around the track. This effectively enables children to develop their imagination and understanding of size, space and shape. Children start to use This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 numbers spontaneously and say they have two trains. They enjoy counting songs, such as 'Five, four, three, two, one... zoom'. Children develop confidence in early mathematical concepts and begin to solve simple practical problems through their play. For instance, as they decide how their dominoes fit back into the box and successfully manage to slide the lid across. As a result, children develop a positive curiosity in finding out how things work, which effectively supports their future

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and outcomes for children

Children have great fun in their messy play games. They enjoy their painting activities and make colourful pictures and patterns. They are encouraged to play with sand, noodles or a cornflour mixture. This encourages their creative skills and exploration of colour and texture. They become absorbed spooning dried rice into different containers and when they scoop it up with their toy diggers. Consequently, they begin to develop a good understanding of quantity as they talk confidently about the 'full' and 'empty' containers. Children regularly visit local toddler groups where they meet with their friends and join in with their games. This actively supports their early friendships and social skills. The childminder recognises children's individual interests. This contributes to children being settled as they enjoy popular activities, such as playing hide and seek with their friends. She makes observations of children's play and is starting to identify their next

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and outcomes for children

steps of learning. Consequently, this helps her identify activities that will effectively build on children's existing skills.

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and outcomes for children

Children have regular opportunities to run, climb and stretch at the local parks they visit. They enjoy going for walks to see how nature grows around them and have fun feeding the ducks. They sometimes walk to the nearby train station, where they talk about how fast and slow the trains can go. These activities provide children with enjoyable opportunities for exercise, while also effectively developing their knowledge and understanding of their world. The childminder talks to children about foods that are good for them and they see attractive posters of healthy foods in their playroom. They are generally encouraged to wash their hands and see posters showing them how to do this well. This effectively promotes their understanding of staying fit and healthy. Children tell their younger friends to be careful not to put chalk in their mouth as it might be dangerous. They benefit from the gentle safety reminders given by the childminder. For instance, to sit

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and outcomes for children

safely on their chair in case they wobble and fall. As a result, children gain a good awareness of keeping themselves safe from harm. Children behave very well and are encouraged to use good manners. They understand the need to share their toys and receive lots of praise for helping and being kind to others. This consequently helps to boost their self-esteem and confidence in themselves. 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 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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