Hall, Julie Marie

Inspection report for early years provision

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Unique reference number EY288178 Inspection date 22/02/2011 Inspector Diane Ashplant

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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 2004. She lives with her partner and one child aged 11 in the Beeston area of Leeds. The whole ground floor of the childminder's house is used for childminding with bathroom facilities on the first floor. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of six children at any one time and is currently minding four children of which three are in the early years age range. The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder walks to local schools to take and collect children and attends the local toddler group. The family have two guinea pigs.

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Description of the childminding

The childminder 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 outstanding.

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The overall effectiveness of the early years provision

Children benefit immensely from their time with the childminder who has an excellent knowledge of how to support children's learning and development and promote their welfare. She shows a good commitment to continuous improvement through training and uses her own research along with other systems to very effectively and regularly review her practice. The childminder highly values the individuality of each child and provides a fully inclusive environment where all needs are very well met. Exceptional partnerships are in place with parents and others to support children's development and enhance outcomes for children.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 consider further the procedures for easy evacuation of the premises.

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the early years provision

Children are very well safeguarded as the childminder has a very clear understanding of her role and responsibilities to protect them from possible harm or neglect and how to pass on concerns appropriately. She has recently updated her knowledge in this area through training and has a very comprehensive policy which is shared and signed by parents. Rigorous procedures are in place to protect children's welfare at all times such as safe collection and emergency back up action and the childminder has fully investigated such elements as parental responsibility so she understands its significance for her childminding. Extensive and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 comprehensive risk assessment procedures identify all potential hazards to children both inside and outside and on the many varied outings and visits children enjoy. Emergency contacts are always available and stored in different places and regular

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the early years provision

fire drills are carried out with mostly very rigorous procedures. The childminder undertakes appropriate training and successfully uses systems to evaluate her practice in which she involves both parents and children. She is an enthusiastic researcher of the internet and consults a variety of childcare periodicals for current information and is always alert to examples of good practice which she assimilates into her own programme to improve outcomes for all children. All documentation is in place to support the safe and efficient management of the setting and is very well organised and regularly reviewed.

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the early years provision

The childminder organises her day around the routines and preferences of the children and works closely with parents to ensure the uniqueness and individual potential of each child is acknowledged and supported. Children have a wealth of opportunities and experiences to stimulate their interest and extend their learning and a wide choice of resources both inside and out. The childminder engages purposefully with them so that learning is a highly exciting and diverse experience. Although she has not been asked to care for children with specific needs she shows a positive attitude and would do all she could, such as undertaking training and liaising closely with parents and any appropriate professionals, to ensure each child is fully included and supported. Children benefit immensely from the personal and genuine care they receive from the childminder. Children have many opportunities outside the home to engage in social and play opportunities at other

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the early years provision

groups or thoroughly enjoy outings to different locations, both local and further afield. Children go daily into the community for walks, visits to the park, shops and the library and attend different early years groups or visit other houses where they benefit from many different social and play experiences. They learn to value diversity in all its aspects though playing with resources such as different musical instruments and dressing up clothes, tasting foods or engage in many interesting activities around cultural celebrations.

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the early years provision

Partnership with parents is a high priority and valued for its benefits in sharing and supporting children's development. Parents are constantly being involved in their children's day. From the start they are encouraged to contribute to children's learning journeys with information about their individual routines and likes and dislikes and lots of photos around family and friends and special events. Frequent two-way discussion is enthusiastically encouraged and the use of the daily record for young ones ensures that routine information is always shared. The parents are regularly encouraged to read, contribute and comment on their children's learning profiles which are excellent records of their time with the childminder and their activities and achievements. There are also informative photo albums which capture these memories for future sharing and revisiting by all. The childminder has established strong links with others to support outcomes for children and share

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the early years provision

best practice such as the local childminding groups. Once she has gained written consent from parents she ensures she gets to know teachers and key workers at other settings where children also attend and shares any developmental records or profiles they may have so they work consistently and support any areas needed. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are making excellent progress in all areas of learning as the childminder successfully provides an enabling environment through her use of resources, activities and most of all her own ability to inspire young children to the wonders of learning. Children clearly know the importance to their health of daily routines such as hand washing after playing outside or before food and also that smoking is not good. Younger ones brush their teeth during the day and all children enjoy healthy choices in their snacks. They have access to drinks at all times and further develop their interest in food as they share in growing and cultivating carrots and tomatoes or go strawberry picking and then make them into fruit jellies or smoothies. Children have daily exercise in the fresh air as the childminder values this as a vital part of their development. They enjoy walks to the park or activities like the climbing rope and trampoline or playing tennis in the garden to develop

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and outcomes for children

their physical skills. Children learn about safe procedures throughout the daily routine and as they walk by the road side or practise the fire drill. They develop their knowledge of the wider world as they look at the map to see different countries and identify their flags or join in celebrations for festivals such as Chinese New Year when they make lanterns if they wish, see how their names are written in Chinese or enjoying trying to eat noodles with chopsticks.

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and outcomes for children

Time spent with the childminder is stimulating, varied and great fun which therefore encourages good behaviour. Children listen and engage well, concentrate on what they are doing and are enthusiast and eager to try new things. There is excellent interaction between the children and the childminder who enthusiastically engages with them and uses effective questions and ideas to extend their learning. The childminder is always looking for new and innovative ways to challenge children's thinking and make learning fun such as knitting green pea and bean pods to support early counting skills or making and painting colourful Elmer the elephants out of plastic milk bottles. There is a good balance of more adult-led activities as well as children's choices and long term planning focuses on different themes such as the seasons and celebrations as well as incorporating children's own interests and suggestions. The childminder naturally uses all opportunities to

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and outcomes for children

maximise children's learning and games, for example, the 'blue lagoon' challenges their skills in different areas such as manipulation skills, counting, colour recognition as well as turn taking. There is a wide range of resources to support children's play of which many more are kept upstairs in the spare room and selected or rotated according to children's preferences. Children construct and problem solve as they play matching games or work out puzzles and have fun cutting out their own sandwiches with different shape cutters. Children are developing a real love of stories as they select their own or read with the childminder. They self-register their names with fruit on the tree and practise early writing skills and mark make with different materials. They develop their creativity and imagination though a wide range of craft activities or make dens in and outside. They are developing a wonder of nature as they set up bug boxes or

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and outcomes for children

make wooden feeders and watch for the birds to come. Children are learning to sustain their environment as they dig, plant and harvest in the garden or take bottles to the recycling unit. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder liaises closely with parents to get as much information s possible about children's starting points so she can plan and provide things they like to do to help them settle. She instinctively observes children at play so she can assess their progress and know how to provide optimum support for their next steps. Photos, often taken by the children themselves so they develop pride in their achievements, varied examples of their work and detailed observations are assembled into excellent and informative learning journeys which help the childminder to monitor and support children's development. These are given to parents to read so they can share in their children's progress and together

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and outcomes for children

celebrate their achievements. 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 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 1 The extent to which children develop skills for the future 1

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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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