St Oswald's CofE Aided Primary School

Inspection report for early years provision

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Unique reference number 108711 Inspection date 22/05/2012 Inspector Karen Prager

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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 1999. She lives with her husband and their three school-age children. Their home is in the Freshbrook area of Swindon. The whole of the property is available for childminding purposes. Children generally play downstairs, with the upstairs available for children to sleep. There is downstairs toilet and an enclosed garden available for outdoor play. There are shops and local amenities within walking distance. The childminder takes and collect children from the local primary school. The family has four guinea pigs. The childminder is a member of the local childminding quality assurance network. She holds a level three qualification in Children's Care, Learning and Development.

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Description of the childminding

The childminder is registered on the Early Years Register on the both the compulsory and the voluntary parts of the Childcare Register. She may care for a maximum of six children under eight years at any one time, of whom three may be in the early years age range. The childminder is currently caring for four children within this age range who attend on a 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 childminder offers a welcoming and professional service with high levels of communication with parents, fully supporting children's ongoing learning and development. Children are happy and enjoy their time with the childminder. Individual learning and development needs are well met through a range of activities and overall, children make good progress. There are generally good links in place with other provisions where children attend. Systems used for self- evaluation are effective overall and the childminder attends regular training opportunities to improve her knowledge. This demonstrates a keen ambition for further improvements and to fully enhance outcomes for children.

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further?

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

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further?

 develop increasingly rigorous systems to analyse the effectiveness of the provision, using these to inform the setting's self-evaluation and to further raise aspirations for improvements  extend partnership links with other provisions delivering the Early Years Foundation Stage where children attend to fully support children's ongoing learning This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's safety is of paramount importance to the childminder. Risk assessment records are thorough and the childminder effectively identifies any potential risks to children which are promptly minimised. The childminder has recently attended training on the protection of children. She has a clear knowledge of the steps to take should she have a concern about a child in her care. All required documentation is accessible and fully maintained, providing an accurate record of the children the childminder cares for. The childminder is dedicated to her role and has appropriate ambitions to improve her knowledge and understanding of childcare practices. Overall, the childminder uses an effective system of self- evaluation to reflect on her own practice. She embraces her role to help others and is a strong support to other childminders. She has a good understanding of her strengths and attends regular training to extend her knowledge on childcare.

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the early years provision

However she has not fully considered areas which she could improve or identified the steps she could take to further enhance the outcomes for children. Although future plans are not yet fully established, the childminder's very positive attitude is likely to bring about relevant and continuous improvement to the provision.

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the early years provision

The childminder organises her home well, making effective use of the enclosed garden for regular access to the outdoors. Toys and resources are easily accessible to children. She organises her days well, with a good balance of free play and planned activities. For example, young children enjoy craft activities and 'circle time'. Good use is made of community-based groups and outings. For example, children regularly attend toddler sessions and enjoy going on outings to the local parks. The childminder has a good understanding of equal opportunities and how to meet the individual needs of all the children. She gathers good knowledge of each child's background through discussion with their parents. There is a wide range of resources for both boys and girls, including those that promote diversity. This helps children to embrace and understand the similarities and differences between people.

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the early years provision

The childminder has developed highly positive relationships with parents. Parents and the childminder both gain a strong picture of what to expect from each other before children start attending through discussion and clear documentation. This relationship continues to grow as the childminder shares information verbally on a daily basis and exchanges written information through individual diaries and a lively record of children's development. She welcomes the views of parents on her service and actively seeks these through periodic questionnaires. Parents are kept informed about general childminding matters through attractive newsletters. The childminder recognises the benefit of partnership working. She works closely with other local childminders to support children who have shared care. She has also established positive links with the local school which some children attend. However, though information is regularly exchanged about children's welfare,

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the early years provision

dialogue is not fully established to exchange information to support continuity in the children's learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder has a good understanding of child development, which she uses to support her care of children and their development across all six areas of learning. She has developed a clear observation and assessment system, which includes annotated photographs of children's activities and records of their achievements. She uses this successfully to plan for the next steps in their learning and development. The childminder talks of how she focuses on what she provides as a holistic experience for children rather than the specific outcomes, to ensure they make good progress in their learning overall. Some make very good progress in developing confidence. Children are clearly settled with this warm and cheerful childminder. They have good relationships with her and show they are secure in the presence of others who are not known to them. Children who are new to the childminder's care and initially unsure, soon settle. The childminder takes very

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and outcomes for children

effective steps to help them build confidence with others, and organises her time in larger groups so that they are gradually introduced to busy toddler sessions. This lays a secure foundation for children's future learning. Children come to know what is expected of them and they listen and respond to instructions, getting their shoes on promptly when they need to leave the childminder's home.

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and outcomes for children

Older children talk about the days of the week when they update the daily calendar. They look out of the window to check the weather and find the relevant picture. Younger children gain confidence with messy activities. They develop good coordination as they handle pieces of maize. Through trial and error, and with the childminder's encouragement, they quickly learn to place the pieces on the wet sponge so that they stick. Children are quick to notice the sound of a plane and carefully search the sky to find it. They enjoy looking at books with the childminder and she links what they see with recent events.

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and outcomes for children

Through the visits to toddler groups and events at the local library, children learn about the local community. They form friendships with a wider group of friends of different ages. Older children develop a strong sense of caring for others and know to care for younger children, for example when practising the fire evacuation drill. Children also talk about this at 'circle time' and they build the skills and knowledge to support them in keeping themselves safe if the need arises. The regular walks to and from school and around the locality provide excellent opportunities for children to learn about safety on roads. They demonstrate a secure knowledge of how they should behave, walking with the childminder and looking for any traffic on the roads as they cross together.

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and outcomes for children

Children benefit from regular visits to local parks which offer valuable opportunities for fresh air and exercise. The play outside on the childminder's patio throughout the year, and enjoy playing on the slide and in the play house, when the grass is not too muddy. Children adopt good personal hygiene routines and as they get This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 older are keen to develop their independence when washing their hands. They reach to turn the tap on and know to use warm water and soap. Children sit together at the table and chat with the childminder when they eat their meals. The childminder offers children fruit for snacks and ensures that children eat a balance of healthy food. They discuss the benefits of different foods. 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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