Childminder in Leeds

Inspection report for early years provision

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Unique reference number 319632 Inspection date 24/02/2011 Inspector Helen Blackburn

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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 1974. She lives with her husband in the Barwick- in-Elmet area of Leeds. There are shops, parks, schools and public transport links in the local area. The whole of the ground floor of the childminder's home is used for childminding. There is a fully enclosed garden for outdoor play. The childminder has a dog as a pet.

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Description of the childminding

The childminder is registered on the Early Years Register and she can care for a maximum of six children under eight years at any one time, no more than three of which may be in the early years age range. The childminder is registered to work with an assistant. When they are working together, they may care for a maximum of eight children under eight years at any one time, no more than five of which may be in the early years age range. She is currently minding six children in the early years age group. The childminder also offers care to children aged over five years to 11 years. She is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. She is currently minding four children in this age range.

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Description of the childminding

The childminder takes and collects children from local schools and nurseries and she goes to several toddler groups regularly. 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

The children are cared for in a welcoming environment where they are happy and feel safe. Children behave well; they are independent learners who are developing a good understanding of diversity and difference. Overall, the childminder maintains a good range of documentation, policies and procedures. Children have an enthusiastic approach to their learning and they eagerly engage in the wide range of activities and experiences on offer. The childminder has good relationships with parents, children and other settings children attend. The childminder's self-evaluation processes are good and support her in promoting a setting striving towards ongoing improvement.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 improve the record of risk assessments and ensure it clearly states when it was carried out, by whom, date of review and any action taken following a review (Documentation). 17/03/2011 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the early years provision the registered person should:

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further?

 adopt the approach of matching observations to the expectations of the early learning goals for all children to support their ongoing learning and progression.

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the early years provision

There are good arrangements in place to promote and safeguard children's welfare. The childminder has a good understanding of possible signs of abuse, neglect and the procedures to follow when reporting and monitoring concerns. In addition, she recognises the importance of accessing safeguarding training so that she keeps up-to-date with current guidance. The childminder ensures all adults living or working on the premises complete relevant checks and she supervises any visitors to the home. This contributes to her keeping children safe and protected from harm. The children are cared for in an environment that is safe and clean. The childminder manages this because she supervises children's play, she carries out risk assessments and she checks her home daily for any potential hazards. This means she puts in place good precautions to minimise accidents. However, the childminder has tried a number of ways to record her risk assessments and in the

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the early years provision

process of changing formats, her current record does not include all the relevant information, such as, the date of review. This is a breach of a specific legal requirement. Overall, the childminder maintains her documentation, written policies and procedures in good order. This contributes to her promoting the safe and efficient management of the setting. For example, her policies clearly demonstrate how she handles children's behaviour, promotes equality and manages illness, infection and hygiene. The deployment of resources is good. For example, the childminder organises her toys so that children can make safe and independent choices in their play. She works well with her assistant to ensure the day runs smoothly. For example, they arrange school runs and prepare meals and snacks so that they do not compromise children's experiences or play. In addition, through good time management, the childminder builds children's individual needs

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the early years provision

into the day. This promotes continuity for children.

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the early years provision

The childminder makes good use of self-evaluation and reflective practice to help her monitor and evaluate her service. For example, she regularly talks to other professionals, accesses training, early years workshops and uses publications to gain good practice ideas. This promotes positive outcomes for children and demonstrates good commitment towards promoting a setting striving towards improvement. In addition, she has successfully addressed the recommendation made at her last inspection. For instance, through developing her medication and accident records, she ensures she maintains information in a confidential manner. The childminder understands the importance of involving parents, children and other professionals in her self-evaluation. For example, through regular discussions with children, the childminder extends her resources or plans activities around their likes and interests. This contributes to self-evaluation being inclusive and means it

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the early years provision

reflects the service's users. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Relationships between the childminder, parents and others involved in children's learning are good. They regularly share and exchange information in a number of ways, such as, through discussions, diaries or children's progress records. This means the childminder knows the children well, which supports her in meeting their individual needs. A wide range of written policies and procedures provide parents with good quality information about the service children receive. Through sharing children's progress records and achievements with parents, school and nursery, they all work well together to promote continuity and coherence in children's learning. The childminder also understands the necessity of working with other professionals or external agencies. This ensures children receive any additional support or help they may need to meet their individual needs.

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and outcomes for children

The childminder provides a clean environment for children to play. She manages this by adopting good procedures in regard to managing illness, infection and hygiene. Through everyday routines, such as, hand washing, the children are developing a good understanding of why they need to adopt effective personal hygiene practices. The children are effectively learning about making healthy choices. For example, the childminder provides nutritious meals and snacks and the children engage in activities, such as, growing their own vegetables in the garden. Through regular use of the garden, parks, walks and outings, the children have good opportunities to be active and to access fresh air. This promotes their physical development and supports them in leading healthy lifestyles. For example, children play with balls; they ride bikes, play on swings, slides and climb small apparatus. Through activities, such as drawing, sticking, painting and cutting,

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and outcomes for children

children are developing good coordination and dexterity skills.

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and outcomes for children

Overall, the childminder supports children in making good progress in their learning. She knows them well and she is aware of their abilities, capabilities, likes and interests. She has a good understanding of the principles of observation, planning and assessment and she maintains records of children's progress. However, she does not utilise the system for matching children's observations to the early learning goals for the younger children. The childminder and her assistant are actively involved in children's play. Through their positive interactions, they challenge children's learning well and fully incorporate children's ideas. For example, children instigate painting and sticking activities when they ask to make pictures of the birds they have seen in the garden. In addition, they extend this activity when suggesting they could make a 'plate garden' out of modeling clay and other resources. This demonstrates children have a positive and enthusiastic

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and outcomes for children

approach to their learning. The children access a good range of activities and experiences across all areas of learning. For example, children use their imagination well when engaging in role play activities and they develop good communication and literacy skills through their enjoyment of books. They learn about simple mathematical concepts, such as counting, number, weighing and measuring in many ways. For instance, they measure the flour when making their own play dough, they count everyday objects and engage in fun rhymes and songs that involve number. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder has good relationships with the children. She provides consistent routines and this provides security for children and results in them feeling safe. The children are developing a good understanding of ways in which they can keep themselves safe. For instance, they practise road safety on outings and take part

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and outcomes for children

in fire evacuation practices. The children behave well and they have good opportunities to socialise with other children through attending groups. This supports them in developing positive and cooperative relationships with their peers. Through play, they learn about being kind to others, sharing and taking turns. The children have good self-esteem and confidence. This is because the childminder regularly praises their achievements and values their ideas and contributions. Through resources, activities and discussions, the children are developing a good understanding of diversity and difference and the world in which they live. This supports children in developing a positive attitude and respect towards all people in society. 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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