Childminder in Leeds

Inspection report for early years provision

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Unique reference number EY346555 Inspection date 03/03/2011 Inspector Shaheen Matloob

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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 January 2007. She lives with her husband, who is also her assistant and three children, in Chapel Allerton, Leeds. The whole of the ground floor and the front bedroom and bathroom on the first floor are used for childminding purposes. There is a fully enclosed garden for outside play. The childminder is registered to provide overnight care for two children under eight years.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. When working with her assistant they are able to care for six children under eight years at any one time of whom no more than four may be in the early years age range. There are currently three children attending who are within the Early Years Foundation Stage, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years. This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder walks to local schools to take and collect children and attends the local toddler groups. 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 satisfactory.

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The overall effectiveness of the early years provision

Children are cared for in a welcoming family home where they are happy and effectively safeguarded. Children and families are respected and treated with equal concern, although, arrangements to identify any under achievement and meet individual needs are not fully implemented. Children make satisfactory progress in their learning and development and the childminder has positive relationships with parents and others, which ensures continuity of care and learning. The childminder is motivated to seek further improvement and has fully addressed all recommendations raised at the previous inspection. However, arrangements for self-evaluation are not fully embedded and there are suitable plans to improve areas of weakness.

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further?

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

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further?

 development records, review their progress and support their learning in meaningful ways  improve the systems to establish children's starting points and tracking This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 progress to ensure that there is no under achievement and provide appropriate challenges for gifted and talented children  use observations and assessments to identify the next steps in children's learning and plan relevant and motivating experiences for each child  develop self-evaluation and reflection systems to identify key strengths and devise action plans to identify challenging priorities for future development which will improve outcomes for children and the provision overall.

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the early years provision

The childminder's up-to-date training and good understanding of child protection issues ensures that she takes the necessary steps to safeguard and promote the welfare of children. Effective arrangements are in place to record and refer and share concerns about a child's welfare and safety to the relevant agencies. Good steps are taken to ensure that children are safe indoors and outside and that furniture, equipment and toys are suitable and safe. Clear and detailed risk assessments manage and eliminate risks well. The childminder uses good quality resources which children enjoy playing with and are used well. She has attended beneficial training and has used the knowledge gained to improve children's communication skills.

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the early years provision

The childminder adequately promotes equality and diversity. Children have access to a range of resources, such as, dressing up clothes and books which help them to develop positive attitudes towards the diverse society in which they live. For example, children have recently sampled foods from other countries, such as, noodles and fortune cookies and learnt to use chopsticks. The childminder is able to challenge any stereotype views or negative behaviour. There are some arrangements in place to take steps to identify and close any gaps in achievement. However, these are not sufficiently robust in establishing starting points and monitoring children's progress to identify and close gaps or to provide appropriate challenges for more able children. There are established arrangements in place to liaise with other providers to ensure progression and continuity of learning and care. Verbal communication is exchanged regularly about children care and well-

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the early years provision

being and the childminder works with staff to meet children's individual needs, such as, toileting. Satisfactory steps are taken to self-evaluate her provision and identify some future developments, but these do not meaningfully involve parents and action plans for future developments are suitable, but limited.

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the early years provision

The childminder has highly positive relationships with parents and recognises the difficulties for parents to leave their children initially. She works successfully with them to help settle children and alleviate parents concerns. As a result, parents comment that their children 'settled quickly into a warm, family environment' and 'the childminder provides an extension of home life and is flexible'. There are clear exchanges of information and the childminder regularly engages in discussion to seek parents and children's views. Parents are kept well-informed of their children's well-being and achievements through daily discussions and written records, however, they are less involved in contributing to their children's learning and development records and supporting their learning. This positive relationship This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 means that parents value the service provided by the childminder and comment

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the early years provision

that they are 'extremely satisfied with every aspect of care' for their children.

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and outcomes for children

Children make sound progress in their learning and this is stronger in some areas. The childminder undertakes regular observations of children and links these to the areas of learning, however, they are not used effectively to identify the next steps in children's learning and to plan motivating experiences for each child. Nevertheless, children have access to a range of interesting and age appropriate activities and play opportunities across the areas of learning. They enjoy each others company and get on well co-operating with each other and sharing toy. Children are confident communicators and happily talk about themselves, their home lives, such as, who will be collecting them, how they like coming to the childminder's home and their favourite toys. The childminder's knowledge gained on speech and sound workshops is put to good use and as a result, she listens to children, valuing what they have to say and gives them time to respond. Children

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and outcomes for children

enjoy listening to stories, which they choose and sustain attentive listen skills as the childminding assistant involves them in the story, asking questions to encourage children to think and also to predict what is going to happen next. They develop effective problem solving skills. For example, they work well-together to tidy toys away and decide how to store the toys so that they all fit, taking toys out to ensure that the largest equipment is put in last.

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and outcomes for children

Children demonstrate a strong understanding of safety and how to keep themselves safe. For example, they explain that they know not to touch the fire because 'you will burn yourself'. Fire evacuations are regularly practised and a record is kept of these. This means that children understand what to do in the event of a fire and know that the fire men will 'put out the fire with water'. Children take responsibility for their behaviour and know that running around and jumping on furniture is not good because they will hurt somebody and themselves. Children say that they feel safe at the childminder's home and are confident to confide in her, especially if they are concerned about something because she will look after them.

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and outcomes for children

Children's good health and well-being is promoted through effective daily routines and positive steps to prevent the spread of infection and appropriate action taken when children are ill. They understand and adopt healthy habits, such as, good hygiene practices and know that if they don't wash their hands then 'germs will get in', children recognise the colour of their own towel and the childminder reinforces their knowledge of colour by matching plates and cups to their towels. Children independently access tissues and know to put them in the bin after use. Children show a good awareness of healthy and unhealthy foods as they explain how bananas and oranges are good for them because they are nice and juicy. They also know that too many sweets and chocolate are not good and will 'make your teeth fall out'. Children get excited about making their own pizza's for lunch and choose from a range of healthy toppings. They use their knowledge of colour to

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 recognise the colours of peppers. Children have a spacious environment in which they move freely and engage in energetic physical activity. They recognise that exercise is good for them and demonstrate how they dance, using their bodies to jump, spin around, twist and wiggle hips in time to the beat. They also pick up favourite toys and dance with them, as well as, using their listening skills to stand still when the music stops.

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and outcomes for children

Children are well-behaved and play together harmoniously, sharing toys and, co- operating with each other. The childminder promotes their welfare and development by using positive strategies and explanations to help children understand right from wrong. Children also develop co-operation and turn taking skills through games where they wait patiently for their turn. 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 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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