Childminder in Leeds

Inspection report for early years provision

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Unique reference number 320848 Inspection date 21/01/2011 Inspector Melissa Patel

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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 has been registered since June 2000. She lives with her husband and two children aged 13 and 10 years. They live in a semi-detached house in Rawdon, a suburb of Leeds. The childminder is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. She is registered to care for six children of whom three may be in the early years age range. The childminder is currently caring for 11 children of whom five are in the early years age range.

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Description of the childminding

The childminder lives close to local schools, shops and parks. The areas of the house used for childminding are the downstairs playroom, dining room, kitchen and downstairs toilet. There is a fully enclosed rear garden available for outside play. The childminder has links with other early years provisions where children also attend. The chidminder has an NVQ level 3 in Childcare Learning and Development.

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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 Early Years Foundation Stage is effectively promoted, and there are some aspects of the provision that are outstanding. Children are safeguarded extremely well. Children enjoy a range of fun activities that keep them interested, and therefore, they make good progress with their learning. Children's individual needs are considered well, supporting their overall well-being. Partnerships with parents are good, and partnerships are excellent with other settings where children also attend, in supporting the children's overall welfare. Systems for monitoring the setting ensure effective ongoing continuous improvement, and therefore, the outcomes for children are positive.

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further?

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

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further?

 ensure the information kept on the children's development records is fully maintained  develop the organisation of the environment to further extend support to children who are learning other languages as well as English.

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the early years provision

The childminder has an excellent understanding of her role to safeguard children, for example, she knows what to do if concerned about a child and written procedures are detailed. The risk assessments are highly effective in helping identify and reduce any potential risks to children, inside, outdoors and on outings. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Systems to support children's health are excellent. The environment is organised effectively to promote children's learning. The childminder supports equality and diversity well through meeting children's individual needs, and there are some good quality resources available to reflect the diversity in people positively. However, the organisation of the environment to further support children who are currently learning other languages as well as English is not yet maximised.

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the early years provision

The childminder works effectively with the parents to support the children she cares for, for example, there is on-going discussion with parents regarding children's individual routines. The children's learning and development is discussed and the development profiles are shared. The documentation to demonstrate how the childminding provision operates is effective and shared with the parents. In addition, the information available from parents as part of the inspection process is positive with regard to the care and development of the children whilst at the provision. The childminder has forged highly effective links with other professionals and provisions that children also attend to support their ongoing care, and transition to these provisions.

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the early years provision

Systems in place for monitoring and evaluating the provision are good. Written evaluation is used to monitor and reflect on the progress of the childminding provision. The childminder effectively identifies the strengths and areas she is working on, to further extend the childminding provision positively in the future and, therefore, the outcomes for the children are good. Since the last inspection the childminder has devised a suitable system to record any concerns or complaints in line with regulations. She has minimised the potential spreading of germs by fitting a paper towel dispenser for children to use after washing their hands. In addition, the childminder has put successful systems in place to support children's learning and welfare in line with the Early Years Foundation Stage requirements. These improvements support children's learning and welfare effectively.

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and outcomes for children

The environment is conducive to children's progress because it is arranged to enable children to select resources that are at low level, aiding their spontaneous choice and independence skills effectively. The activities children participate in are varied and support their progress towards the early learning goals. For example, very young children are learning skills for the future well as they work out how to operate different pieces of equipment, for example, they press buttons and twist dials with support from the childminder. They are also developing their small physical skills during this activity. They are developing their communication skills very well, for example, the children make good attempts to repeat words, such as hello, with good support from the childminder. Children are developing early reading skills as they listen and participate at story time, for example, they point at the pictures and words and turn the flaps of the book. The arrangement of

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and outcomes for children

labelling in the environment is effective in reinforcing children's understanding that print has meaning. Children enjoy their time at the provision, demonstrated by This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their beautiful pictures and some writing describing what they like to do at the childminder's house.

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and outcomes for children

Children are starting to develop a positive understanding overall about diverse communities and the wider world. For example, they view many positive images of people from a variety of backgrounds which are prominently displayed within the environment, and through toys available. Children celebrate a variety of different festivals, such as the Chinese New Year. This helps children enjoy and value diversity. Children are welcomed in the environment and this is supported by a welcome poster in different languages. In addition, the childminder is in the process of learning some simple words to support children who speak a language other than English, although text to support this additional language is not yet maximised within the environment to further extend children's learning.

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and outcomes for children

Children behave very safely in the environment, responding highly positively to the childminder during activities and routines, for example, they smile at the childminder and often go to her for reassurance. Children are learning to stay safe exceptionally well, for example, all children practice the fire evacuation procedure regularly and they are learning how to handle resources safely. They are also learning about people who help keep the community safe, for example, photographic evidence shows a visit from a police man. Children learn some aspects about the job of the police and they enjoy sitting in the police car.

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and outcomes for children

The observation and assessments systems that are in place are effective overall. For example, children are helped to extend their physical skills, socialise, develop counting skills and solve problems. They are helped to develop their communication skills very well through daily routines and planned activities. In addition, clear information is kept with regard to children's starting points and achievements when they first attend the setting. The childminder can explain well how she is helping all children achieve. However, at times some of the records kept are not fully maintained to reflect this.

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and outcomes for children

Children are helped to stay healthy highly effectively, as they are cared for in an environment which is hygienically maintained. They are developing an excellent understanding of how to prevent the spread of germs through regular hand washing and through signs and pictures in the bathroom encouraging the importance of hand washing. In addition, children use individual paper towels. Children have a choice of what to eat from a range of healthy foods, for example, they have a choice of fruit for their snack. Main meals are varied and include highly nutritious foods, such as pasta dishes with tomato based sauces, lean meat and vegetables. Children are encouraged to drink water, which is easily accessible. Children learn the importance of eating the recommended five portions of fruit and vegetables a day and there are posters up to remind them. Children are also developing an excellent understanding of the importance of living a healthy

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and outcomes for children

lifestyle outdoors through experiencing daily opportunities to exercise outdoors, for example, the children walk, go to parks and they play with a variety of equipment in the garden to help develop their large physical skills. 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 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1 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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