Cliffe, Julie Diane

Inspection report for early years provision

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Unique reference number EY395085 Inspection date 25/11/2009 Inspector Ann Webb

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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 lives in the Old Farnley area of Leeds, close to shops, schools and transport services. She lives with her three sons, aged 16, 15 and three years old and her daughter aged 11 years old. The family have a dog, a rabbit and guinea pig. All of the ground floor is used for childminding and there is a rear garden for outdoor play. The childminder is registered on the Early Years Register, and the compulsory and voluntary part of the Childcare Register. She is currently caring for one child, who is in the early years age range.

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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 has a good understanding of the individual care and learning needs of the children she cares for. Through effective observations and partnerships with parents she is able to meet the needs of all children, and support them to make good progress in all areas of learning. She is committed to improving outcomes for children through her own understanding and reflects appropriately on her provision, acting promptly to address most areas of perceived weakness.

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further?

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

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further?

 further develop the systems of self evaluation and assessment of the setting's strengths and weaknesses  develop links with other providers to strengthen partnerships and a consistent approach to children's care and learning.

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the early years provision

The childminder has a good understanding of how to protect the children in her care, for example, she is confident to follow the Local Safeguarding Children Board procedures and knows how to record and report any concerns. She shares her safeguarding policy with parents at initial meetings and provides all parents with a written copy of the procedures. In addition, all adults living and working on the premises have the required background checks in place.

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the early years provision

All potential hazards to children are effectively assessed and actions taken to reduce hazards are clearly recorded for indoors, outdoors and outings. All areas of the home are safe and enable the children to independently select their own toys and resources, from well organised and accessible storage. The childminder has good relationships with parents and ensures that she obtains all the information she needs to meet the individual care and learning needs of all children. During This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 initial meetings and settling in visits, information about what the children know and can do is shared, enabling the childminder to plan for children's interests and abilities when they first start to attend. Additional verbal and written information is shared daily and parents complement the childminder's commitment to their children's care. They comment positively on the development of their children's

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the early years provision

confidence and independence skills, as a result of their time with the childminder.

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the early years provision

The childminder has begun to reflect positively on her practice and this enables her to recognise some areas for development, for example, safeguarding, health and safety and risk management. Since her registration she has accessed training in all these areas to enhance her understanding, develop her practice and improve the children's health and well-being. The childminder is beginning to develop links with the schools which children attend, however, information is not consistently shared. The childminder makes good use of local resources, to support the children's understanding of the community in which they live, for example, they visit the shops and parks and walk to and from school each day. There are good opportunities for the children to understand about diversity and cultures, for example, during their everyday play they discuss similarities and differences between themselves and others, and a good range of resources which reflect a

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the early years provision

positive image of race, gender and disability are available.

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and outcomes for children

The children are eager to participate in activities and to explore their environment. The childminder plans activities which involve all children, and are suitable for their ages and stages of development. She prepares a painting activity which stimulates the children to be creative, use their imaginations and join in with their peers. In addition, she recognises an opportunity to follow children's interest in tractors and diggers, taking them to watch local building work take place close to her home. The children play well together and have good relationships, they are beginning to understand about sharing and taking turns. They know what is expected of them and respond positively to the childminder's guidance, for example, when children are frustrated and tired they are quickly distracted and comforted. The childminder ensure that children understand their boundaries and supports good behaviour with praise and encouragement.

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and outcomes for children

During everyday play and routine activities the children contribute positively toward their own care needs, safety and learning. They help prepare food for tea, cutting up potatoes and counting how many they need. They independently use the toilet and know that they need to wash their hands before they eat. They develop a good understanding about being healthy, choosing fruit and yoghurt for their snacks. During emergency evacuations they become familiar with fire safety, and on walks to and from school they follow road safety advice. They are happy to help with daily tasks, and wash up their painting equipment and tidy away their toys before tea. Their communication skills are well developed and they chat enthusiastically with the childminder about their families and friends. The childminder supports children's language development with relaxed conversations and encourages the children to make their needs known.

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The children are confident and independent, making their own choices of activities. They have good opportunities to be physically active and use the outdoor area to practise skills for jumping, climbing and balance. Additionally, they walk to and from school each day, visiting the park on the way home for games of football. Indoors they stretch out on the floor to complete a floor puzzle and line up tractors and farm animals. They are becoming familiar with counting and number recognition, a seasonal calendar helps the children to identify dates. Posters, books and rhymes further supports their counting skills. The childminder plans effectively for the children's interests and individual learning needs and children make good progress in all areas of learning. Their progress is observed and recorded with written captions, photographs and examples of children's art work. This

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and outcomes for children

information is shared with parents and supports the childminder's understanding of their individual interests, capabilities and talents, and planning for the next steps in their learning. 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 3 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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