Childminder in Leeds

Inspection report for early years provision

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Unique reference number EY334099 Inspection date 21/09/2009 Inspector Janet Skippins

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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 08456 404040, 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: 08456 404040 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 2006. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children, twins aged 14 years old and a 17 year old in Crossgates, Leeds. The whole of the ground floor of the childminder's house and the first floor bathroom and first floor large back bedroom are used for childminding. There is a fully enclosed garden for outside play. The childminder is registered to care for a maximum of six children at any one time. When working with another childminder, they are registered to care for a maximum of eight children at any one time. At present, the childminder is working on her own and is currently minding five children in the Early Years Foundation Stage (EYFS) age range and two children who are over five years old, in the age range for the compulsory Childcare Register. She is also minding two children over the age of

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Description of the childminding

eight years old who are in the age range for the voluntary Childcare Register. The setting is open from 7.30am to 6.00pm on week days all year round. Children are able to attend on a full or part-time basis. The childminder walks and drives to local schools to take and collect children. She holds a National Vocational Qualification at 3 level 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 good.

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The overall effectiveness of the early years provision

Overall, the quality of the provision is good. The childminder has a good knowledge of each child’s individual needs and she promotes their welfare and learning with success. Children are making good progress towards the early learning goals. However, observation and assessment records require further development to show this more clearly. The childminder works in very close partnership with parents and the local school, which contributes to ensuring that the needs of children are well met. Policies, procedures and documents are in line with the EYFS. The childminder demonstrates her positive commitment to continual improvement by attending relevant training courses.

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further?

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

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further?

 develop children’s observation and assessment records to clearly show the next steps for learning and summarise them so that it is easy to see children’s overall progression

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the early years provision

The childminder has an excellent knowledge of safeguarding children. She works well with parents, ensuring that the welfare and protection of children is her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 priority. She takes care not to allow people whose suitability has not been checked to have unsupervised contact with the children while they are being cared for. The childminder’s home is very safe and she maintains written records of risk assessments. Clear records show that emergency evacuations are practised regularly, which helps the children to learn about the danger of fire.

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the early years provision

The childminder regularly evaluates her service, meaning that it is responsive to the needs of children and their families. Children contribute to the evaluation process by completing questionnaires about what they like about the setting and what they want to do in the future. The childminder has successfully identified her strengths and weaknesses and taken action to improve. For example, she has taken steps to include the parents in their children’s learning. She works on topics with the children and then sets tasks for them to do at home with parental support. Topics include subjects, such as diversity, personal safety and healthy lifestyles as well as literacy and numeracy. The children are always willing to complete the tasks, which shows how much they enjoy them. Parents report that they are very pleased the childminder promotes children’s learning using this method.

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the early years provision

The childminder has attended training to find out about the EYFS. She has put this into practice by making well written observation and assessment records for each child. These show that children are making good progress towards the early learning goals in relation to their starting points. However, they do not show the next steps for children’s learning and are not summarised, so that it is easy to see a full overview of children’s progress. The childminder has given attention to the recommendations made at the last inspection. She now ensures that she practices and records emergency evacuations with the children, which enhances the safety of the children. She has also extended resources to promote children’s understanding of equality and diversity. Children now access more books showing positive images, dressing up clothes representing different countries, posters and musical instruments from around the world.

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the early years provision

Records, policies and procedures are well organised, easily accessible, used appropriately and made available to parents. Information regarding children's welfare, achievements and progress is shared through regular discussion, a highly comprehensive daily diary and observation and assessment records. Parents say they are highly satisfied with the service the childminder provides. This provides continuity for the children. It results in an excellent partnership with parents, enabling the childminder to meet the needs of the children well. The childminder also works closely with the school and nursery some of the children attend, by checking activity plans and providing play experiences to extend these if the children are interested.

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and outcomes for children

Children are welcomed at the setting. They receive support and affection, which results in them feeling confident, motivated, healthy, happy and secure. Their independence is promoted well through easy access to a wide range of resources. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder uses her knowledge and understanding of child development to plan interesting activities for the children. She treats children with equal concern, respecting their individuality and meeting their needs. The childminder effectively promotes inclusive practice through encouraging the children to take part in activities, which are appropriate to their different needs and abilities. The children learn about other people by celebrating festivals from around the world and using very good resources, which represents all aspects of diversity.

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and outcomes for children

Children learn about their local area by going on outings to the playing field and library. They are developing a good knowledge of the importance of physical activity and fresh air when they go on these regular walks. They develop physical skills through regular use of equipment such as ride on toys and balls in the garden. Children learn about the natural world by planting seeds in the garden, caring for them and watching them grow. One and two year olds develop their language skills through conversations with the childminder. The childminder helps them to count during everyday play activities, such as putting items into a shopping bag when they pretend to play shops. As a result, the children are making good progress towards the early learning goals.

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and outcomes for children

Toys and equipment are easy for children to access themselves and there are displays of their work. Their environment is very clean, safe and secure. They learn how to keep themselves safe and to identify potential hazards. For example, through doing very well planned projects on safety, they learn about safety in the car and the importance of using the correct car seats. They also learn about safety in the home and have done work which shows they should not touch the oven because it is hot. Routines, like regular hand washing before eating, are in place to help the children learn about health and hygiene. The childminder is trained in first aid, therefore she is aware of how to care for children in the event of an accident. The children learn about healthy eating through topic work and discussion, while eating their meals and snacks with the childminder. Children behave well, are learning to share and show good manners. The childminder follows her policy on

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and outcomes for children

managing behaviour using positive strategies, such as praising the children when 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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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 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 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 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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