Ormiston Meadows Academy

Inspection report for early years provision

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Unique reference number 140374 Inspection date 04/07/2012 Inspector Julie Biddle

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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 1996. She lives with her partner and six school- aged children in the London Borough of Haringey. Children have access to the ground floor of the home, with the use of a self contained playroom. Children have access to a fully enclosed garden for outside play.

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Description of the childminding

The childminder works with two other childminders, both of whom are family members. When working alone, she may care for no more than three children under eight years, with no more than three in the early years age range. When working with two other childminders, they may care for nine children under eight years, with no more than nine in the early years age range. There are currently 10 children on roll within the early years age group, who attend on a part- and full- time basis. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder holds a recognised childcare qualification.

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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 and her co-childminders provide a warm and welcoming environment for children and their families. Children enjoy learning and, overall, they make good progress through a range of challenging activities and experiences towards the early learning goals. There are highly effective systems in place to develop partnerships with parents. The childminder reflects on her service through the self-evaluation process and demonstrates a capacity to make continual improvement.

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further?

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

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further?

 develop further children's awareness of languages and writing systems other than English, and communication systems, such as signing and Braille.

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the early years provision

Children are safe and protected because the childminder has a clear understanding of her safeguarding responsibilities. She has attended safeguarding training and has a good knowledge of the Local Safeguarding Children Board procedures. This means she can take prompt action, should she have any concerns about any children in her care. The childminder prioritises safety; she has, for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example considered the importance of fire evacuation and practised this with the children. The childminder ensures all safety measures are in place and has completed a written risk assessment for the home. There is a good range of policies and procedures for children's welfare, health and safety that the childminder follows and shares with parents. This contributes to children's health, safety, well-being, and the efficient running of the setting.

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the early years provision

Partnerships with parents are highly effective. The childminder works closely and cooperatively with parents, to understand and meet the needs of each of the individual children. Ongoing communication, using methods that suit the parents mean they are very well informed about their child's progress and well-being. In addition, the childminder completes regular written reports of the children's development, which means parents are fully involved in their child's learning. A picture disc accompanies these reports. Furthermore, the childminder provides a toy and book library service for parents, meaning children's learning can continue at home. Questionnaires completed by parents about the care their child receives are very positive. Photographs around the home give parents an opportunity to see their children at play. Children are safe and secure in the setting, as considerable effort is placed on gaining a good understanding of each individual child, before

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the early years provision

they are placed with the childminder. The childminder works effectively with other providers and professionals who support the children. They regularly share information, which promotes children's achievement and well-being.

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the early years provision

The childminder provides an inclusive childminding service, where all parents and children feel welcome. She has a range of resources and plans activities which help children to understand equality and diversity. For instance, they make dragon masks for Chinese New Year and shields for St George's Day. The childminding team are very well organised. The childminders make sure the home is a welcoming and safe environment for children to play in. Resources are in good condition and support children's learning, development and enjoyment. The childminders use their organisational skills to ensure children are enabled to make choices in their play. The children are provided with close interaction and supervision to support them in feeling happy and secure. The childminder has made good use of self-evaluation processes to monitor her provision and to plan for improvements. She is committed to improving her professional development

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the early years provision

and expertise by updating her training and making sure she actively listens to parents.

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and outcomes for children

Children are happy, confident and very secure in the child-centred environment created by the childminding team. They are encouraged to develop their independence, as they make decisions about the toys and resources they play with. The children respond with enthusiasm and excitement as they play and learn with the childminder. The childminder knows the children well; she has a good understanding of children's likes and dislikes. They, for example, discuss with confidence the play food they are cooking, looking at the shapes of the lollypops, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and laughing as they pretend to eat them.

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and outcomes for children

The childminder has a thorough knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. She keeps detailed observations of the children that describe the next steps and challenges for the children. Plans include a balance of adult directed and child-led activities and the childminder responds to the interests of children. The childminder provides an inclusive learning environment, where children are treated with respect and kindness. She makes certain the learning environment is available and accessible to all children, meaning they have an equal chance to learn and develop.

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and outcomes for children

The childminder supports children's language and communication skills, as she asks open-ended questions encouraging them to become independent thinkers. These informal learning opportunities offer appropriate challenges throughout the day to extend children's knowledge and learning. Activities are adapted to allow children of different ages to take part in similar tasks. For example, different books are used at story time, depending on the age and understanding of the child. Children's differences are recognised and valued. Children have access to a good selection of resources that are reflective of the wider and local community. They are beginning to develop an understanding that there are languages other than English. For example, there are posters in Spanish and French. However, these languages are not representative of the children and families who currently attend.

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and outcomes for children

The interaction with the childminder is warm and caring and children are well behaved. Good attention is given to developing children's knowledge and understanding of the world and they enjoy many creative activities and outings to enhance this knowledge. For example, they made cards for Mother's Day, visited the post office to buy stamps and posted the cards. This, in turn, develops their skills for the future. Children's creative skills are extended and encouraged; they have a super time painting their hands to make trees. Children use their imagination as they play with tills and play money, writing shopping lists before they go buy pretend foods. With support and encouragement from the childminder, children count with confidence. Activities, such as building towers and singing, encourage them to understand numbers. Children demonstrate a strong sense of security and show an understanding of how to keep themselves and

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and outcomes for children

others safe. In addition, they take part in child safety week, learning skills to keep them safe when out in the community. The children show an exceptional understanding of good personal hygiene practices. They discuss how to use the soap and water when they need to wash their hands after messy activities; they talk about the smell of the soap and how much water they need. Individual towels prevent the spread of infection. A visit to the dentist is reinforced by the childminder who uses special toothbrushes to show the children how to clean their teeth. Children eat healthy snacks and discuss the vegetables and fruits they enjoy eating. Drinking water is freely available, meaning children do not become thirsty as they play. The children are confident and show good levels of self-esteem; they are building strong relationships with both adults and other children in the setting. The childminder gently reminds the children to share and show kindness to each

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and outcomes for children

other. She encourages the children to take care of each other, showing consideration to younger children. Children respond eagerly to consistent praise This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and encouragement and enjoy reassurance from the childminder. 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 1 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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