Childminder in Leeds

Inspection report for early years provision

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Unique reference number EY276959 Inspection date 21/02/2011 Inspector Kath Harding

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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 2003. She lives with her husband and three children in Leeds, West Yorkshire. The whole of the downstairs and the upstairs landing area of the childminder's home are used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has fish as pets.

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Description of the childminding

The childminder is registered to care for five children at any one time. She also offers care to children aged over five years to eight years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She 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

Children make good progress towards the early learning goals. A well-developed knowledge of each child's individual needs enables the childminder to successfully promote children's learning and welfare with some areas of practice being outstanding. She has a good partnership with parents and understands the benefits of partnership working. The childminder has a positive attitude to improvement and successfully reflects on her current practice in order to bring about better outcomes for children.

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further?

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

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further?

 develop relationships with parents by offering support for extending children's learning in the home.

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the early years provision

The childminder has a good understanding and knowledge of safeguarding procedures and suitability checks are completed on all adults in the household to provide reassurance to parents that they are suitable to have contact with children. She has attended training on safeguarding issues and has a safeguarding policy which she shares with parents to ensure everyone is aware of her duty to protect the children in her care. The childminder is vigilant and places high priority on children's safety. Written risk assessments are undertaken which include the different areas of the childminder's home, the garden, outings and specific activities. This helps to keep children safe and ensure effective actions are taken to manage and eliminate potential risks. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder knows the children very well and has a good understanding of

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the early years provision

issues relating to equality and diversity. She provides a service that ensures all children and their families are included and treated with concern and respect. She undertakes regular detailed observations of children's progress and this links into planning for individual children's next steps. The children's profiles contain photographs, observations and artwork and show how children make excellent progress in relation to their starting points. The childminder encourages the children to contribute their ideas and suggestions about the activities, for example, which park to visit and the planning of meals.

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the early years provision

Partnerships with parents are strong. Detailed information is sought from parents regarding their child's routine, care needs and particular preferences and interests. All of which are recorded and acted upon by the childminder in a consistent way. Parents are involved in contributing their views and suggestions via questionnaires and informal chats in order to bring about future improvement. Parental comments include, 'Prior to starting with the childminder my child attended another setting. In this setting my child was very nervous and unhappy. When the childminder started caring for the child they became much more confident and happy. The childminder has been very supportive in discussing issues about the care of my child'. The childminder always pays great attention to the children's nutrition and the food she provides. A wide range and variety of vegetables are provided for the children. She takes note of children's likes and dislikes whilst encouraging them to

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the early years provision

try new flavours and tastes. The childminder adds parents' contributions to their child's profile, which successfully promotes their learning, development and welfare. However, the childminder does not presently offer support to parents for extending children's learning at home.

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the early years provision

The childminder is highly committed to and understands the benefits of working in partnership with others. She demonstrates a good commitment to continuous improvement as she reflects on how to improve her service. She chose to re- complete a paediatric first aid course although her current certificate was valid for a further eighteen months. She attended and consequently felt more confident about her ability to deal with an emergency. She obtains advice from other practitioners, development workers and related publications, to help improve her practice.

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and outcomes for children

Children are very settled, happy and confident in the childminder's well-organised home. The childminder places high priority on children learning about safety as she gives the children clear and consistent boundaries and allows them to take a degree of responsibility over their own personal safety, for example, when bouncing on the trampoline. She talks to them about safety issues such as road safety and why certain rules apply. They practise fire drills so they know how to get out of the house in an emergency. Children go for walks in the local area, play at the park and play on the large outdoor equipment, so they get plenty of exercise and stimulation. They are also encouraged to sleep and have quiet time to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 promote their emotional well-being. They have plenty of opportunities to engage in a wide range of physical and imaginative activities. They attend soft play sessions,

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and outcomes for children

dance to the music, bounce like frogs and take part in assault courses. They develop an excellent understanding of the importance of healthy eating as they eat nutritious, well-balanced, snacks and home made freshly prepared meals which take into account special dietary needs as well as children's preferences. They are encouraged to choose their own toppings as they make pizzas, so encouraging the children to enjoy their food. They play a traffic light game, to help them understand about good and bad foods, and the importance of food to grow and develop.

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and outcomes for children

Children are secure and develop a good sense of belonging as they are confident and freely approach the childminder to ask for help when putting the doll's buggy up and to show her their finished picture. Children have an 'empathy doll' to help them feel secure and settled. The childminder interacts very well with children during their play and constantly chatters to them, listens to them and gives them to time think as she asks open-ended questions. They freely choose what they want to play with and help themselves to the toys and resources from the excellently equipped dedicated playroom, so promoting their independence. As children make their stick men they explore in the art materials to give him a hat and hair. They cut and roll with the play dough and taste different fruits as they make a fruit salad. The children are encouraged to write a list of toppings they want when making pizzas. Numerals are displayed on the walls to encourage

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and outcomes for children

children's recognition of these. They count everyday objects so learning about number. Children plant potatoes, spring onions and herbs, and then watch them grow. They tend these and learn about how to care for living things. The childminder encourages the children to be mindful when throwing things away as they talk about recycling. As the chart music plays in the background, the children sing along to the familiar songs. They re-enact familiar roles as they pretend to make drinks for each other with the tea set. They talk about their favourite colours as they select their art materials.

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and outcomes for children

Children's behaviour is exemplary. They devise their own house rules and children's achievements are celebrated through the use of stickers and lots of praise. They are taught to respect each other whilst understanding everyone has different needs and wants. Older children help younger children to choose their pizza toppings. They learn to value others as they use a good range of toys which help them to begin to understand about the wider world. They look at different festivals, such as, Chinese New Year and make lanterns and look at Chinese writing. They take part in sponsored events such as 'Red Nose' day to raise money for others. They regularly visit the library, the homes of other childminders, local shops and parks, so becoming aware of their local community. 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 1 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 1 The extent to which children feel safe 2 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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