Harrow College

Inspection report for early years provision

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Unique reference number 131864 Inspection date 31/05/2012 Inspector Amanda Tyson

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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 was registered in 1990. She lives with her husband and one adult aged son in the borough of Kingston upon Thames. All areas of the ground floor as well as the first floor bathroom are used for childminding. There is a fully-enclosed garden available for outdoor play. The childminder walks to the school to take and collect children. Children go on daily outings.

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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. She may care for a maximum of six children aged under eight; of these, no more than three may be in the early years age group, of whom one may be aged under one year at any one time. There are currently four children in the early years age group on roll. One child aged over eight also attends. The childminder has a dog.

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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 cared for in a warm and very welcoming setting. The childminder is experienced and dedicated to her work. Overall, she demonstrates a secure understanding of the Early Years Foundation Stage. Most requirements are met. Children make particularly good progress in their personal, social and emotional development. Provision for outdoor play is a key strength. The childminder has excellent partnerships with the other early years settings that children attend. Along with her high levels of communication with parents, she ensures that children's individual needs are very well understood and provided for. All children make good progress overall in their learning and development. Although not fully developed, the childminder has introduced a self-evaluation process. Future plans are astute and the childminder shows good capacity for sustaining ongoing improvement.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure that parents are provided with information to explain the safeguarding children policy. (Safeguarding and promoting children's welfare) 20/06/2012

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further?

To further improve the early years provision the registered person should: This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  develop further the existing reflective practice and self-evaluation, to identify strengths and priorities for development, including professional development. needs, and how they will improve outcomes for children.

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the early years provision

Children's welfare is safeguarded well. The childminder's knowledge and understanding of child protection issues and procedures is secure. She carries out a rigorous daily risk assessment on her premises and on all the places she takes children to within the local and wider community. Potential hazards are identified and minimised. All records and documentation for the safe and efficient management of the Early Years Foundation Stage are in place and well maintained.

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the early years provision

The childminder makes good use of community facilities. For example, she uses the farm, parks and various early years activity groups, to complement her home- based activity planning. Provision for outdoor play and experiences is a key strength. The childminder has a good range of play and learning resources to meet the needs of children. She supplements these well with natural materials, everyday items, and open-ended resources, such as blankets and cardboard boxes to make dens in the garden.

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the early years provision

Equality and diversity is promoted well within the childminder's operational practice. She carries out and documents regular observations on children's play and learning. The childminder uses the information gathered to inform assessment. This highlights children's developing interests and talents, as well as potential gaps in their learning and development. Planning is based on this information. This ensures that children receive a challenging and enjoyable range of activities and experiences that are tailored to meet their individual needs.

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the early years provision

The childminder ensures high levels of engagement with parents regarding children's welfare and learning needs. They are well informed about the early learning goals. They are fully involved in monitoring children's progress and development and planning for their next steps in learning. Parents are provided with written information to explain most of the childminder's policies and procedures. However, due to an oversight, her safeguarding children policy is not included. This is a breach of regulation, but the impact on children is negligible. The childminder has established highly-effective partnerships with children's school teachers which ensure consistency and continuity of learning. They share their observational assessments and plan together for children's next steps in learning.

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the early years provision

The childminder is a reflective practitioner. She makes good use of her observational assessments to identify ideas to support and promote play and learning. The childminder has priorities for improvement. These include making use of local training opportunities, exploiting the imminent Para Olympics to promote positive awareness of disability to children, and to create a vegetable growing plot and digging area in the garden. These examples demonstrate good This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 capacity for sustaining ongoing improvement. However, the childminder is not currently considering fully her own ongoing professional development needs within the current self-evaluation process.

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and outcomes for children

Children are exceedingly happy and settled in the childminder's care. Toddler-aged boys benefit greatly from her understanding of their need for active play and learning, particularly within the outdoor environment. Older children contribute their ideas for activities, such as 'going on a bus ride to see Santa'. The childminder seeks the views of younger children by observing their play interests. Children learn about diversity as they listen to stories, engage in various festival celebrations and art and craft activities. They listen to appropriate stories and access toys, such as dolls and small world figures, depicting ethnicity and disability differences. Squabbles are few because there is plenty to do and any unwanted behaviour is skilfully redirected by the childminder. For example, she brings out toy diggers and shows the children how to load and empty stones using the tipper action, rather than throwing the stones.

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and outcomes for children

The foundations are being laid firmly for children to adopt healthy and active lifestyle habits. Children love walking the childminder's dog; this often incorporates feeding the ducks and horses. They learn about the natural world when they go pond dipping, visit the farm or go on nature walks. Children have good opportunities to develop their physical mobility. They are challenged by the playground apparatus in the local park, have great fun throwing themselves around in the soft play centre, and are keen to try tree climbing in the woods. The childminder promotes healthy eating to parents, who provide all snacks and meals.

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and outcomes for children

Children learn road safety during the daily walks within the community. They know that they must look before using the pedestrian crossing, even if the green light is on. This is because, 'sometimes the cars go over the red light.' The childminder practises the fire evacuation procedure with the children. Those old enough to understand pretend by 'imagining', and learn much from the scenarios, such as 'what if we cannot get down the stairs?' The childminder is beginning to think of ways to help younger children understand this through play with visual resources.

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and outcomes for children

Children are making good progress in their learning and development. By the time they start school, they are equipped with the necessary skills to support future learning. School-aged children enjoy a range of activities that complement those that they engage in at school. For example, mathematical skills are encouraged as they weigh and measure cooking ingredients. They are encouraged to link letters to sounds as they play. During water play, younger children experiment with weight, volume and capacity. The childminder plans activities to address potential gaps in achievement. For example, coordination skills are encouraged through visits to a children's gymnasium. Boys are keen to access books because they are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 accessible outdoors and there are hidden den-like areas for them to take these to. Children use paints, crayons, pencils and their hands in soil, sand and corn flour

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and outcomes for children

and water to make marks, patterns and to write. Toddlers have access to a range of programmable toys to introduce them to technology. The childminder has a computer which she says she intends to make more available to children. Children enjoy making dens out of cardboard boxes and blankets. They are beginning to play a range of exciting activities for the summer which relate to the imminent Olympic Games. 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 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 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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect; make a copy of this available to parents. (Arrangements for safeguarding children) (Also applies to the voluntary part of the Childcare Register) 20/06/2012

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified for the Childcare Register. (Arrangements for safeguarding children) 20/06/2012

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