Childminder in Leeds

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Inspection report for early years provision

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Unique reference number 320101 Inspection date 09/02/2009 Inspector Linda Filewood

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Type of setting Childminder 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 report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration whichever is the later, which require Ofsted or the provider to take action in Annex C.

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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. 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 husband and four children aged five, eight, 12 and 17 years of age in Roundhay, a suburb of Leeds. The whole of the ground floor and first floor bathroom are used for childminding purposes and there is a garden available for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of five children at any one time and is currently minding four children under five years. She also offers care to children aged over five years to 11 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 walks to local schools to take and collect children and attends local toddler groups on a regular basis. The family has two cats. The childminder is a member of the National Childminding Association.

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Overall effectiveness of the early years provision

Overall the quality of the provision is good. Children play well together, freely enjoying the learning environment and resources. There are effective systems in place to promote inclusion and the environment is well organised so that children can easily access plenty of toys and equipment independently. Well established links with parents and other carers are in place to provide consistency in the children's care. The childminder knows each child, their interests and their capabilities well and uses the Early Years Foundation Stage framework to plan their next steps. She is now satisfactorily using this framework to reflect on her practice in order to accurately target areas for development and focus her future plans. Her clear commitment to continuous improvement is fully demonstrated as she puts into practice the knowledge obtained through the good variety of courses she has attended.

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further?

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

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further?

 continue to develop the use of observation to assess children's achievements, interests and learning styles and use these to identify learning priorities, for example, by promoting children's awareness of diversity and simple technology  develop written risk assessments to show how often potential hazards will be reviewed.

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provision

The childminder effectively puts into practice an extended range of clearly, written policies and procedures, which she shares with parents to inform them about her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 service. She works very closely and cooperatively with parents, sharing details on a daily basis about their child's daily activities, care and achievements. The purposeful exchange of information about their child's changing home routines, especially for sleep, and individual care and development needs ensures that daily activities are closely matched to each child's stage of progression. There is a good two-way flow of information through the well-established relationship with the local nursery to ensure continuity in the child's day and any partnership support is well planned. Consequently, children enjoy learning as the childminder plans her day to promote their individual learning and development as effectively as

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provision

possible. For instance, whilst older children attend nursery in the morning, younger children enjoy local toddler sessions to support their own social development. The childminder skilfully plans the afternoon around mealtimes, which are flexible according to children's individual sleep patterns and children's on-going learning through play that reflects their interests. She adapts planned craft activities to cater for each child's capabilities.

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provision

A plentiful supply of resources is easily accessible, equally available to boys and girls and gives children opportunity to develop confidence, independence and decision making skills. The childminder organises her setting well so that children have plenty of room to play and rest safely. For instance, a younger child sleeps peacefully in the front room whilst others enjoy playing with toys in another room. Children move safely and freely around the secure home. The childminder uses her written risk assessments to note appropriate steps taken to minimise any identified potential hazards, inside and outside her setting. However, she does not show the regularity of the checks in order to maintain the safe provision. The childminder has a satisfactory understanding of child protection issues and procedures in order to safeguard children's welfare. She is starting to focus the evaluation of her practice by using parents questionnaires and the Ofsted self-evaluation form as a

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provision

basis of on-going review. These assist her in accurately identifying areas where she can improve her provision and outcomes for children. The childminder shows a good commitment to continually improving her provision. For instance, children are beginning to gain an awareness of similarities and differences within society as she has extended the range of resources that show positive images of diversity since the previous inspection. Planned training to ensure she is meeting the requirements under current legislation is well targeted to benefit children's welfare, learning and development. The childminder now has a current paediatric first aid certificate, which was identified as having lapsed prior to the last inspection, improving the children's safety. She has already booked on a further course in order to ensure this does not happen again.

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The quality and standards of the early years provision

Children enjoy a wide range of well balanced resources and activities, within the provision and during daily outings, which provide them with good opportunities to develop across all areas. The childminder carefully complements and builds on what the children are doing at nursery by, for example, helping older children form the letters of their name. She plans for each child's individual needs by effectively using her sound knowledge of their abilities and interests. Her clear knowledge of child development enables her to know when and how to introduce them to more This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 challenging resources and activities that help them reach their potential and so make good progress towards the early learning goals. She has a highly effective observation system in place and uses this to plan for the children's next steps in their learning. For instance, she is aware of a children's ability and interest in

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The quality and standards of the early years provision

jigsaws and knows when to introduce them to ones containing more pieces that will stimulate and offer them challenge. The childminder interacts effectively with children, replying to their questions, asking questions to extend their learning and engaging them in conversation to support and promote their language and communication skills. As a result, young children's speech is developing suitably and older children chatter confidently during play. They play well together and the childminder quickly resolves minor disputes, particularly regarding sharing, according to the children's age and level of understanding.

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The quality and standards of the early years provision

Children particularly enjoy imaginative play and become absorbed in their own make-believe stories involving small world characters. Their fine motor skills are constantly developing. For example, older children competently put together a wooden train track whilst younger ones seek support from the childminder. The use of resources, such as magnetic trains and fast moving toy cars encourages their problem solving skills. Older children realise that the magnet on the engine will only support a few carriages, whilst younger children know that their car will move a lot faster on the wooden surface in the hallway rather than on the carpet in the playroom. The childminder introduces new words to them during play to extend their vocabulary and older children readily use mathematical language in their play. For instance, they stand to admire their train track and recognise that one track looks like a balloon with a string whilst another is a circle shape.

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The quality and standards of the early years provision

However, children have limited opportunity to explore the use of simple technology.

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The quality and standards of the early years provision

Children enjoy a safe and healthy environment where there is effective provision of activities, resources and information, through age-appropriate posters and discussion. This provides children with a sound basis to understand the benefits of a healthy lifestyle, their needs and the needs of others. For instance, there is a poster explaining house rules in picture and word format so that all can understand them and the childminder talks to children about healthy eating and foods that are good for them. Mealtimes are not rushed and the childminder recognises that some children need extra time to enjoy their food. Some parents provide healthy packed lunches and the childminder provides the other children with similar food so that no child is different. She offers additional fresh fruit and vegetables to all and provides a nutritious meal for those children staying into the late afternoon. 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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of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 3 The capacity of the provision to maintain continuous improvement.

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Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 3

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Years Foundation Stage promoted?

How well are children helped to stay safe? 2 How well are children helped to be healthy? 2 How well are children helped to enjoy and achieve? 2 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

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Years Foundation Stage promoted?

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 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex C: complaint/s made to Ofsted

This section of the report includes details of any complaint/s made to Ofsted when:  we took action for the provider to meet the requirements of the Early Years Register; or  we asked the provider to take action in order to meet the requirements of the Early Years Register; or  the provider had already taken any necessary action to meet the requirements of the Early Years Register.

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Annex C: complaint/s made to Ofsted

We will not report on any complaint where the provider met the requirements of the Early Years Register or did not require any action by Ofsted or the registered provider.

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Detail of the complaint/s

There have been no complaints made to Ofsted since the last inspection.

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Detail of the complaint/s

The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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