Thompson, Adele

Inspection report for early years provision

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Unique reference number EY335693 Inspection date 25/11/2010 Inspector Abigail Cunningham

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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 2006 and lives with her husband and two children aged 10 and 13 years in the Calverley area of Leeds. The premises are within easy reach of public transport, shops, parks, schools and community resources. The provision is registered on the Early Years Register and both parts of the Childcare Register. The whole of the ground floor is used for childminding. There is a fully enclosed outdoor play area to the rear of the property and the childminder's home is accessible via the back door. The childminder is registered to care for a maximum of six children under eight years. There are currently 15 children attending, of whom seven are within the Early Years Foundation Stage age group. The childminder also offers care to children over five years. Children are taken to, and collected from, schools and pre-schools. The childminder has achieved an early years qualification. She is supported by the local authority and

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Description of the childminding

she is also 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

The childminder is able to demonstrate how she has worked hard to make improvements to her provision through effective self-evaluation and reflection. She has attended Early Years Foundation Stage training and has successfully put her newly acquired knowledge into practice. As a result, the children are making good progress in their learning and development. They are developing a positive attitude to others and have regular opportunities to find out about the local and wider community. The childminder has also developed close links with parents and other local childcare providers.

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further?

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

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further?

 involve parents and children in the self-evaluation process.

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the early years provision

All the required checks have been carried out on the childminder and her husband. The childminder has attended safeguarding training and she has a safeguarding children policy in place which is shared with the parents. As a result, the childminder has a sound understanding of safeguarding issues and knows the possible signs and symptoms of abuse, the reporting procedure and she also has local safeguarding contact details readily available. Risk assessments for the home and outings are effective as all potential hazards have been identified and minimised. Fire detection and control equipment is in place and the childminder has devised a fire evacuation procedure which has been practised with the children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 therefore, they are familiar with the routine. The childminder has clear priorities in place for future improvements. The actions taken by the childminder are carefully

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the early years provision

planned so that improvements are implemented where she feels they are most needed. For example, future plans include turning the garage into a habitable room which can be used for childminding purposes. However, the parents and children are not involved in the childminder's self-evaluation process as their views and ideas are not currently sought. The childminder has worked hard to create a welcoming and homely environment in which to care for the children. The childminder knows the children and their families very well. For example, she finds out about the children's individual needs, abilities, backgrounds, routines and the languages which are spoken at home and she is learning some German words from a bilingual child. Feedback from parents is extremely positive, for example, numerous thank you cards and letters can be seen within the childminder's information file. The parents receive clear and detailed information about the

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the early years provision

children's care through the completion of daily diaries, individual development records, regular newsletters and discussions with the childminder. Parents are encouraged to take their children's development records home on a regular basis and parents add their comments and photographs to these. To promote working in partnership with other practitioners, the childminder has developed positive links with other childcare providers, where minded children receive care and education from more than one setting. For example, she regularly talks with the staff from the local playgroup and views their activity planning. The childminder is taking appropriate steps to ensure that resources and the environment are sustainable. For example, the children are encouraged to handle toys and furniture safely and appropriately and they are involved in recycling various products.

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and outcomes for children

The children understand and adopt healthy habits, such as good hygiene practices. They independently access drinks and co-operate with hand washing routines. Young children are successfully developing their self-help and decision making skills. They can assert their own needs and preferences, for example, the children choose what fruit they would like to eat during snack time. As a result, the children have good appetites and enjoy their food, for example, one child said 'I like your blueberries'. Activity planning reflects the current theme and the children's individual needs, interests and stages of development. Children's development records clearly show their achievements and progress. Observations clearly link to the six areas of learning and identify what needs to be included in planning for children's individual next steps in learning. Monitoring systems have also been implemented to ensure that there are no gaps in the children's learning, for

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and outcomes for children

example, individual development reports are regularly updated for each child and shared with parents. The children have a positive approach to learning and are keen to participate in activities, for example, they enjoy making marks in the shaving foam and glitter. As a result, they are making good progress in their learning and development, for example, young children can focus on their tasks for long periods of time and can successfully recognise and name colours. They enjoy participating in creative activities, such as making angels and they have fun selecting which materials they would like to use, such as feathers. The children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are developing positive attitudes to others as they learn about interesting events, such as Diwali and Martin Luther King s birthday. The children have good opportunities to socialise with other children as the childminder takes them to a

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and outcomes for children

childminding group at the local children's centre and to story sessions at the library. 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 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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