Childminder, Out-of school day care in Leeds

Inspection report for early years provision

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Unique reference number 512184 Inspection date 16/03/2010 Inspector Linda Filewood

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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 rates 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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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 2001. She lives with her family in the Moortown area of Leeds, close to shops, parks, schools and public transport links. The whole of the ground floor and the bathroom on the first floor are used for childminding. There is a fully enclosed garden available for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of six 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 11 years. This provision is registered by Ofsted on the Early Years Register and 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. She is a member of the National Childminding Association. The childminder supports children with special educational needs and/or disabilities.

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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 provides a welcoming, child-friendly environment in which the children obviously feel at home and are all included. They are familiar with their routines and this supports their independence and confidence. Each child's needs are met competently as the childminder skilfully organises the routine before and after school. This ensures they have time to have a light snack and drink, as well as having plenty of play and learning opportunities, suited to their individual abilities and interests. The childminder shows good commitment to extending her knowledge and maintaining her existing qualifications, such as first aid. She actively seeks and acts on parents' and children's opinions of her service, in order to support her in continually improving the outcomes for children.

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further?

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

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further?

 continue to develop self-evaluation in order to clearly identify areas for improvement  develop individual records of learning and development in order to maintain a clear view of children's learning journey within the setting.

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the early years provision

Children are cared for in a safe and secure environment as the childminder ensures that appropriate safety precautions are in place. She records daily risk assessments This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of her home and checks visitors' identification documents before asking them to sign the visitors' sheet, further improving the safety of the children. All adult household members are appropriately checked through Ofsted. Children are beginning to learn the importance of keeping themselves safe, particularly when walking to and from school. A written fire evacuation procedure is in place for the home and regular practises ensure children are aware of what to do in the event of a fire. The childminder has a good understanding of child protection procedures and updates her knowledge of safeguarding procedures regularly. The layout of the areas used for childminding, including the garden, allows clear supervision of

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the early years provision

the children. Children are confident and move freely from one area to another, independently accessing a good range of safe, suitable resources; for example, they enjoy playing cooperatively with equipment, such as rackets and balls, in the garden after school, on light evenings. The childminder helps children understand each other's needs. Older children spontaneously help younger and less able children so that they are all included in enjoying the activities. The childminder provides a fully inclusive service where all children are welcomed and respected, and regardless of gender, have access to the full range of activities and resources. She is interested in what the children have to say and do, offering them frequent praise and encouragement, which helps build their self-esteem and confidence.

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the early years provision

All records and registers required for the efficient and safe management of the provision are in place and are accurately maintained. The welfare, care and learning of the children are effectively supported as the childminder has a comprehensive range of well-thought-out policies and procedures, which she shares with parents. She has a close partnership with parents and daily verbal exchanges of information ensure that children's needs are appropriately catered for and information from school is shared. Good arrangements are in place for new children so that they are comfortable with the childminder, and this fully supports their smooth transition when starting school. The childminder works in the reception class at the local school so knows the children well and this provides very good continuity in their care, learning and development. She shares her knowledge with the teaching staff and they work very closely together. The childminder is

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the early years provision

clearly aware that this is a strength of her service and parents comment positively on this. She makes very good use of the training offered through school to extend her knowledge and improve the outcomes for all the children in her care. The childminder seeks parents' and children's views through questionnaires to support her in continually improving her provision. She uses self-evaluation to identify the strengths within her practice but does not clearly identify areas for improvements for the future; for example, to reflect an anticipated change in the ages of the children she cares for.

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and outcomes for children

The childminder uses clear, consistent hygiene procedures to competently protect the children from becoming ill. Children know and understand why they must wash their hands before eating. As a result, they increase their understanding of how to keep themselves healthy. The light-snack meals provided by the childminder promote the children's good health and she works cooperatively with parents, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 particularly to ensure that the children enjoy plenty of vegetables. Discussion during meal times helps children gain an understanding about why certain foods are good for them. Children are given time to enjoy their food after school and before going home. They sit together in a relaxed, social, family atmosphere where good manners are encouraged. Outdoor play, whenever possible after school, improves the children's physical development and their enjoyment of exercise and

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and outcomes for children

fresh air. Younger children are becoming skilful at batting a ball back to an older friend and the childminder has increased her range of outdoor equipment, after consultation with the children about their preferences.

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and outcomes for children

Children have easy access to resources which fully supports their confidence and self-motivation as they make choices in their play. They are fully occupied, and as a result, play well together. Children behave well and are polite, and the behaviour rules that are in place, which are the same as those they follow at school, give them consistent boundaries. The childminder positively encourages children to share and take turns through activities such as games. They show concern for others, support each other's learning and willingly help younger children to enjoy the resources; for example, older children encourage younger children to join them in imaginative play, and include them in the ongoing conversations during play. Children enjoy warm relationships with the childminder, confidently chat about their day at school and comfortably chat to visitors about their school meals.

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and outcomes for children

The childminder offers good encouragement and praise, raising the children's levels of self-esteem and confidence. She knows each child well and provides activities and resources based around their interests and capabilities, so that they make continual good progress towards the early learning goals. A detailed observation of the children’s starting points on entry ensures that the childminder is able to competently tailor activities and resources to each child's needs. The childminder's position at the local school allows for good consistency in the children's learning and development as areas, such as phonics, can be continued on the children's return to the childminder's, if needed. She contributes fully to the children's Early Years Foundation Stage profile which is completed by the local school. The childminder is clearly aware of the use of observation to highlight children's achievements and their need for further support, and passes her

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and outcomes for children

observations of the children onto school. However, she has not developed her own individual records of the children's learning and development so that she has a clear view of their learning journey while at the setting. 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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and managed?

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 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: 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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