Bailey's Court Primary School

Inspection report for early years provision

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Unique reference number 131225 Inspection date 24/05/2012 Inspector Cordalee Harrison

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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 1996. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is also her registered assistant, in Buckingham. Most childminding activities take place on the ground floor of her home and there is an enclosed garden for children's outdoor activities. The childminder's home is within walking distance of local amenities. The childminder takes and collects children from schools and pre-schools. The family has a dog.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time; of these, three may be in the early years age group. Currently, there are 14 children on roll; of these, eight are in the early years age group. The childminder is an accredited childminder and she receives funding for the provision of free early education for children aged three and four years.

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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 are making excellent progress in almost all aspects of learning and development since activities are exciting and challenging. The childminder takes an extremely professional approach to managing her provision; her policies and procedures fully support her practice. Highly effective partnerships with parents and other practitioners ensure that she meets children individuals needs as an utmost priority. Promoting equality is at the centre of the childminder's excellent practice. The childminder's organisation of her provision includes all aspects of safeguarding, health and welfare. She is making excellent use of reflective practice and is driving continuous improvement exceptionally well.

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further?

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

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further?

 enhancing practice by displaying more numerals in purposeful contexts.

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the early years provision

The childminder makes excellent arrangements for safeguarding children. She has comprehensive knowledge of the different aspects of safeguarding. She relates it to all areas of her practice including child protection, safe physical environments, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 health, equality and behaviour management. The childminder is confident about what to do if there are concerns about children's well-being. She willingly shares her safeguarding policy with parents and other practitioners to help them to understand that for her safeguarding is a priority. The childminder is systematic in her management of documentation. This ensures that all of the required information is meticulously up to date and readily available.

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the early years provision

The childminder's risk assessments are extensive to cover all areas and activities. She routinely identifies and addresses potential hazards to children. The childminder is extremely enthusiastic about equality as she focuses on children's individual needs. She knows each child's starting points and their current developmental stage. She meets children's individual needs extremely well and achieves personalised learning for them. The childminder focuses superbly on equality and diversity. She is helping children to understand that it is important for everyone to have the same opportunities regardless of background or ability. She provides a wealth of resources to help children to realise that diversity is a core part of life. The childminder deploys her resources expertly and creates an enriching learning environment. The consistent use of a variety of high quality resources continually motivates children to learn.

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the early years provision

The childminder has a strong commitment to training and she takes a methodical approach to reviewing her practice in all areas. She is proactive in implementing useful information to amend her policies, influence activity plans and improve resources. She is successfully driving improvements to achieve and sustain the highest standards for children's welfare and development. In addition to observing children's experiences, she gains their opinions and that of parents to add to her self-evaluation. The childminder's openness to discuss and exchange ideas with all relevant parties helps her to drive improvement and refresh her practice. Additionally, it sets expectations for high quality from children and parents, which acts as an additional driver for improvement. The childminder's continuous high standards show an excellent depth of knowledge of the Early Years Foundation Stage.

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the early years provision

The childminder is highly committed to working in partnership with others. Relationships with professionals and various practitioners, including other settings where children receive education and care, are extremely well established. Parents give glowing reports of the exciting and challenging activities that the childminder provides for children. They state that children regularly make 'leaps in their development' and that 'days are filled with purposeful and exciting play'. They add that visits to interesting places in the community add to children's fun and enjoyment.

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and outcomes for children

Children are highly motivated to learn because their learning experiences are exciting and varied. Furthermore, they have many opportunities to test their ideas This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and consolidate learning. For example, as they experiment with water the childminder challenges their thinking with open-ended questions. This allows children to develop their communication, offer explanations and to ask questions to gain information. For example, they explain why the water comes of a small opening slowly and what might happen if the opening was bigger. They discuss the different uses for water and begin to understand that it is vital to life and is therefore precious.

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and outcomes for children

Children are thoroughly involved in practical activities, such as risk assessments and setting safe boundaries. They demonstrate an excellent understanding about keeping safe. They discuss potential dangers posed by people and objects, such as, vehicles and tools that they use for different purposes. Children consolidate learning in many areas through play in pretend and role-play activities. They use mathematical language and calculate as they play. However, there are fewer numerals visible for them to use spontaneously or link to a specific context. Children are extremely relaxed in the childminder's care; this demonstrates that they feel safe emotionally and physically. They move around freely and make effective use of the extensive opportunities for learning that the childminder provides. Children are achieving, enjoying and developing skills for their future to extremely high standards.

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and outcomes for children

Children are developing secure knowledge of healthy lifestyles and practices, which promote good health. For example, they have a clear understanding of the importance of protecting themselves in the sun and they are quick to share their knowledge with others. Children develop bodily awareness in many different ways. Regular exercise, which enables them to use a wide range of large equipment, and healthy meals are core activities. Children show their independence as they take care of some personal hygiene needs without reminder, such as washing hands, before eating and flushing the toilet after use. Children regularly experience cooking both sweet and savoury dishes. They use these activities to learn seamlessly across all areas. For example, while cooking children weigh, measure, develop their creativity, test their senses and learn about safe food handling and hygiene. The childminder involves children positively in activities; this excites them

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and outcomes for children

and shows that she values their views and ideas. This helps children to develop extremely strong self-worth and feelings of belonging. Children make an excellent positive contribution through their kind interactions with others at home and in the community.

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and outcomes for children

Activity planning is a highly effective feature of the childminder's provision; she includes children, parents and information from other practitioners where children attend. The childminder sustains an effective learning environment for every child. She makes exceptional use of information from observations to provide experiences that support children's spontaneous play, both indoors and outdoors. This helps children to make leaps in their progress towards the early learning goals. 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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