Pomphlett Primary School

Inspection report for early years provision

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Unique reference number 143893 Inspection date 22/11/2011 Inspector Mauvene Burke

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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 March 1999. She lives with her adult daughter in a two bedroom house in the London Borough of Lambeth, close to shops, schools and public transport links. The whole of the ground floor, plus the first floor bathroom, are used for childminding purposes and there is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding two children in this age group. She also offers care to children aged over five years to 9 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder collects children from the local school and attends several toddler groups on a regular basis. She is a member of the Lambeth Childminding Network group and is a member of the National Childminding Association.

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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''s individuality and uniqueness is promoted to the extreme. They are eager to attend the childminder's provision and are making significant gains in most areas of their learning and development. This is due to the childminder's complete commitment and enthusiasm to provide an exceptionally stimulating environment. Strong relationships with parents and other professionals have been forged which actively increases continuity of care and learning for children. The childminder has a clear and achievable plan for self-evaluation and on-going development in all areas.

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further?

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

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further?

 providing ways for children to preserve memories of special cultural events, for example, collecting photographs, drawing and writing and making a book  encouraging children to notice the changes in their bodies after exercise, such as their heart beating faster and reinforce messages about healthier choices at meal times. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has a very secure understanding of child protection issues. She continuously keeps her knowledge of how to keep children safe up-dated through undertaking training and keeping abreast of any changes, up-dating her policy to reflect changes. Her organisational skills are exceptional and as a result documentation relating to her setting are well organised. Children's safety within and outside of the home is prioritised as the childminder has thorough risk assessments in place. Risks are assessed in the home and for each type of outing on a daily basis.

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the early years provision

The childminder is dedicated to up-dating her childcare knowledge and practice and has recently attended training looking at Schemas. As a result, she has been able to identify schema patterns that children in her care demonstrates through their play and plans her environment in order to meet their needs. As a member of her local authority childminding network, she is able to share her knowledge with other childcare workers such as childminders and those working in children centres. She is committed to meeting the individual needs of the children in her care and plans meticulously for their individual learning. Children stay with the childminder for a considerable length of time and have made excellent progress in relation to their starting points. Resources are of a good quality and suitable for the ages of the children which in turn support their learning and development. Children learn about diversity and ethnicity through the celebration of festivals and

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the early years provision

through resources, but these are not always available to children to re-visit at a later date. The childminder evaluates her practice accurately. She embraces her role within the local authority and is keen to support others and reflect on her own practice, often sharing good practice.

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the early years provision

Relationships with parents and carers are extremely effective. They are greatly involved in making decisions on key issues such as the timing of reviews which the childminder acts on. Their views, as well as the views of their children, are sought through the use of questionnaires. They are kept well informed about all aspects of their children's achievement, well-being and development. In recent feedback, parents have stated the following, ".. every day is carefully orchestrated to entertain and enhance the children's lives' - ' she is very professional' -'..she explains the activities and talks us through them..'. Communication with parents and carers is delivered in a variety of ways, taking into account their needs. This could be verbally; by text message; by e-mail or in writing. Funny things that a child may do or say during the day are sent immediately to parents by text so they can share in their children's sense of humour. Channels of communication have

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the early years provision

been developed with other professionals who have an in-put into the lives of the children whom she minds. For example, the nursery school teachers provide her with details about the curriculum that the children are following in the school. This promotes consistency for their learning and development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are settled, feel at home and thrive in this welcoming environment. They have developed secure relationships with the childminder, frequently hugging her legs whilst she is standing or cuddle under her arms as she reads stories to them. They are making significant progress in areas of their development and are extremely happy and confident. Throughout the day, children become totally immersed in their activities. The childminder has an exceptional relationship with the children and cares for fewer children than she is registered for in order to offer them an exceptional and personal care package which she feels should be afforded to each child. Planning is stimulating and tailored to meet their individual needs. Children's developmental records show that the childminder clearly understands the uniqueness of each child and how to support them to ensure that they reach their full potential. Photographs and example of the children's work are displayed

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and outcomes for children

on the walls and are shared with parents.

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and outcomes for children

Children happily explore their environment, moving from one area to the next choosing activities along the way. There is a good balance of adult-led and child initiated play and the childminder often takes her lead from the children. So for example, during playing with the play dough (recycled from a children's centre) the provider provides a range of tools and media such as sequins, for the children to use. The children decide to make holes and prints with the top of the containers as opposed to rolling and cutting with the tools. They then fill the holes they have made with the sequins and then try to work out how they can remove the dough that has become stuck in the lids. Their communication and language skills are developing very well and are invariably promoted as the childminder is interested in what the children have to say. She speaks to them constantly, asking them questions to consolidate their learning. Very young children are presented with fact

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and outcomes for children

books of their interest such as steam trains. When one child was given this book, his response was 'wow'. Children are encouraged to practice their pre-writing skills as they 'write' their names and mark make at any given opportunity. Children move around imaginatively and confidently, showing an awareness of others when participating in music and movement. When they finish their exercise, they are offered a drink by the childminder but no discussion is had around what happens to their bodies as they get hot. Children display a high level of involvement in their activities and are keen to show of their work such as when one child constructed the road in the correct sequence, she proudly showed of her handiwork.

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and outcomes for children

Children develop an acute awareness of safety when they are with the childminder. They are able to explain why they must not cross the road until the little man is green and instinctively hold onto the buggy as they wait for the light to change. They pedal their scooters on the inside of the pavement and automatically stop at the kerb. They understand that when the alarm sounds in the home, it means that there might be a fire and know what they have to do to evacuate the premises. They make positive contributions as they help to tidy away their toys and listen to each other as they speak at the lunch table. They are learning to resolve their differences by themselves and look out for the safety of each other. For example, one child held onto the buggy whilst the childminder was opening the door and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 stated she was holding the buggy 'in case it topples over and he hurts himself'.

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and outcomes for children

They are developing an understanding of differences and understand that some people cannot walk 'as they have bad legs' so need a wheelchair to get them around. Posters around the home reflect people from around the world who look s different from them. They are adopting healthy life styles in that they are aware that they know that they must wash their hands before eating and after using the toilet and children are heard saying 'can I brush my teeth now?' They generally have healthy options for meals such as raisins and fruits but are not always encouraged to opt for healthier options when they are given the choice. The childminder has high expectations of children's behaviour and sets clear boundaries, as a result children know what is expected of them and they behave well. 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 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 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 2 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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