Hollingwood Junior School

Inspection report for early years provision

p.1

Unique reference number 128618 Inspection date 09/07/2012 Inspector Pamela Bailey

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder registered in 2000. She lives with her husband and four children, all of whom are in their teens or adults. They live in the London Borough of Lewisham, close to shops, schools, parks and public transport links. The whole of the ground floor of the childminder's home is used for childminding and there is a garden for outside play. The family has a cat as a pet.

p.4

Description of the childminding

The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She 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 range. She is currently minding three children in the early years age group. The childminder also provides care to children over five years. She regularly takes and collects children from the local schools. She attends several toddler groups on a regular basis and takes children to the local parks.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Children make steady progress in their learning and development, although the childminder supports specific areas of children's learning less well. This is because of her limitations in planning activities to promote diversity. In addition, there are not enough opportunities for children to self-select resources and develop their own interests. Satisfactory relationships have been established with parents, although ways to involve them in their children's learning have not been explored. The childminder shows some commitment to ongoing improvement of her provision, but self-evaluation is limited. Children's health is adequately promoted.

p.4

further?

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

p.4

further?

 develop further opportunities for children to learn about their own culture, language and beliefs and those of other people  build on children's independence by allowing them to freely select resources and make choices for themselves and provide time and space for children to concentrate on activities and experiences to develop their own interests  improve partnership with parents so that they are actively involved in supporting their child's learning and development in different ways  develop reflective practice and self-evaluation to identify the setting's strengths and priorities for improvement in partnership with parents that will improve the quality of provision for all children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

The childminder has a secure understanding of child protection issues and her responsibility to safeguard children's welfare. This is supported by detailed policies and procedures that reflect the Local Safeguarding Children Board guidance. All adults living on the premises have been vetted which helps to ensure that they are suitable to have contact with children. The childminder adopts appropriate daily routines and practices that support children to maintain a healthy lifestyle, overall.

p.5

the early years provision

The childminder is vigilant about safety issues and undertakes thorough risk assessments of her home and for outings. This ensures children are cared for in a safe and secure environment. The childminder makes full use of the local amenities and manages her provision adequately in most instances. She provides a suitable range of resources including those that reflect positive images of different gender, ethnicity and disability. However, the childminder does not plan activities that help children learn from an early age about the diverse cultures, beliefs and different languages in society. The childminder organises the toys and equipment so that they are easily accessible. However, the deployment of these is not always used effectively to help children consistently achieve in aspects of their personal and emotional development.

p.5

the early years provision

Partnerships with parents are developing and information is exchanged in a number of ways, including daily verbal feedback and by sharing children's files. However, parents are not given sufficient support to become involved in their children's learning. There are currently no children on roll who need support from other agencies. The childminder demonstrated sufficient knowledge of how to get outside help to meet the needs of particular children should the need arise.

p.5

the early years provision

The childminder has been successful in making improvements since the last inspection. For example, all documentation required for the safe and efficient management of the setting and to meet the needs of the children are sufficiently maintained. The childminder shows a commitment to improving her professional practice through attending courses. However, she has not implemented a process of evaluating the provision in order to identify and prioritise areas for further improvement. Parents share their views about the childminding service through letters of reference. They comment favourably on the well-organised environment and their children's confidence to interact with others. However, the childminder has not explored ways to develop systems for parents to contribute to the decision making about the provision. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

Overall, children develop the necessary skills they require to support most aspects of their future learning. Systems to support children through observation and assessment are in the early stages. The childminder routinely sets appropriate challenges and development experiences that are mostly tailored to suit children's individual needs. Children are broadly content and settled, and for most part generally behave considerately. Children willingly take part in the activities presented to them by the childminder. However, these arrangements sometimes limit children's free choice and hinder them from pursuing their own interests. For example, the childminder does not always give children enough opportunity to make decisions about their play and develop their own preferences. The lack of individual choices sometimes inhibits children's ability to extend and express their ideas in a positive manner. Nevertheless, children's behaviour is managed

p.6

and outcomes for children

positively through clear boundaries and explanations contributing to their confidence and self-esteem. Children are beginning to gain some understanding about differences in society through the range of resources. However, they do not participate in activities that robustly help them to learn about their own cultures and beliefs and those of other people.

p.6

and outcomes for children

Children learn to problem solve using shape sorters and stacking containers. The childminder is skilled in developing their understanding of numbers, size and identifying colours in their play. The childminder uses visual aids when singing number rhymes to help develop children's understanding of one less. Children mark-make and engage in a wide range of creative activities. These include sand, water, dough and painting. Examples of children's work and photographs displayed which helps to give them a sense of belonging. Children are beginning to learn how to keep themselves safe and show consideration of the needs of others. For example, during activities and within daily routines they learn how to handle tools safely such as, when cutting up fruits to make a fruit salad. The childminder supports children to learn how to divide and share fruits at snack time. Children are beginning to learn about emergency evacuation routines through the

p.6

and outcomes for children

Children engage in and enjoy a range of activities that promotes their physical development. The childminder introduces games where children learning new skills such as throwing, catching and rolling the ball. Their hand and eye coordination is developing well as they learn to transfer the ball from one container to another and knock down skittles. Children join in singing sessions excitedly playing musical instruments and exploring interactive toys. They respond and move enthusiastically to the different sounds and rhythm. Trips to the local park where there is large scale climbing equipment further enhance children's balance and coordination. Children are taught to routinely follow appropriate hygiene practices and are supported adequately to develop their personal self-care skills. Children eat well, enjoying snacks of fresh fruit and nutritious meals provided by the childminder. Children receive drinks according to their individual needs and are routinely offered

p.6

and outcomes for children

water as part of a healthy diet. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.8

Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

p.8

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

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.9