Foster, Margaret

Inspection report for early years provision

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Unique reference number 319955 Inspection date 21/03/2011 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 1993. She lives with her husband and two children in the Churwell area of Leeds, close to shops, library, parks, schools and public transport links. The whole of the ground floor and the bathroom on the first floor are used for childminding purposes. There is an enclosed garden to the rear of the premises for outdoor play and the family have a dog.

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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. There are currently four children attending who are within the Early Years Foundation Stage, some 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 takes and collects children from the local school and attends toddler groups on a regular basis.

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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 are happy and enjoy their time at the childminder's house. She organises a flexible daily routine so that children's individual needs and routines are met and they are provided with good opportunities to go on outings. The childminder successfully promotes all aspects of children's welfare, ensuring that children are safeguarded and secure. She and has positive relationships with parents and other partners and regularly exchanges information. The childminder makes some use of monitoring children progress and self-evaluation to identify gaps in achievement and areas for future development, however, systems are not fully robust.

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further?

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

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further?

 improve the current tracking and monitoring systems to effectively establish children's starting points and to ensure that there is no under achievement, as well as providing appropriate challenges for gifted and talented children  develop arrangements for self-evaluation, meaningfully involving parents to identify strengths and challenging areas for development that will improve outcomes for children and the provision overall. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has a good understanding of safeguarding issues and recognises her responsibility towards the children in her care. Good arrangements are in place to record and share information with relevant agencies in the event of a concern being raised. The childminder is vigilant about children's safety and takes effective steps to identify and manage risks, using thorough risk assessments indoors and for outings. The childminder organises her environment effectively so that children can move around freely and gain independence as they choose what they wish to play with. She has a clear commitment to continual improvement and is in the process of completing a Level 3 qualification.

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the early years provision

There are adequate systems in place to close any achievement gaps. However, these measures are not sufficiently established to consistently identify gaps in development as well as identifying gifted and talented children. The childminder actively promotes equality and treats all children with equal concern. Children begin to develop an awareness of diversity and difference through the range of toys and resources, positive images of diversity, sampling foods from other cultures and the celebration festivals and special occasions. For example, children have sampled prawn crackers and made lanterns to celebrate Chinese New Year. Regular informed discussions and parental questionnaires are used to self-evaluate and it identifies some strengths and areas for improvement, such as the childminder identifying that monitoring documents are not fully robust. However, self evaluation systems are not rigorous and do not consistently identify areas for

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the early years provision

improvement that are challenging and how outcomes for children will be improved as a result.

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the early years provision

The childminder regularly exchanges information with other partners about children's well-being and achievement to promote continuity of care. She has well- established and positive relationships with parents and provides good quality information about the setting, including detailed and professionally presented policies and procedures. An effective settling-in period and discussions with parents are used well to establish children's capabilities and to meet their needs. Daily verbal communication and written records are shared with parents to keep them well informed of their children's achievements and well-being and parents are encouraged to contribute to their children's learning and development records. Parents comment that the childminder is 'very good at updating and keeping them informed on what their child has been doing as well as their progress and development'.

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and outcomes for children

The childminder has a secure knowledge of the Early Years Foundation Stage and continues to develop this to support children's learning and development. Effective and age appropriate interaction and questioning is used to involve children and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 promote their communication skills. Regular observations are carried out and linked to the areas of learning. Next steps are identified to promote further learning. As a result, children make good progress in their learning and development. Children have good opportunities to develop an awareness of numbers through their enjoyment of action rhymes and songs that relate to numbers. The childminder encourages them to develop simple calculation skills by taking a number away and asking 'how many left now?'

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and outcomes for children

Children use number language spontaneously and in their play as they talk about themselves and the numbers that are important to them, such as, explaining how old they are and how old they will be on their next birthday. Children and eager to learn as they enthusiastically take part in an experiment where they dissolve beads into water and become excited when the water changes colour and they can see the beads begin to expand. The childminder introduced new vocabulary for older children. Children use thier senses to explore the expanded beads and talk about how they feel 'slimy, cold and slippery'.

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and outcomes for children

All children demonstrate a good sense of belonging and security and explain that they feel safe at the childminder's house because she feeds them and gives them 'magic cuddles'. They are happy and settled and talk about all the toys they enjoy playing with and how everyone is their friend. Children have a secure understanding of dangers and how to stay safe. For example, they explain how they look left and right and wait until the cars have gone before crossing the road. In addition, they know what to do when the fire alarm sounds, statting that they have to 'get out quickly and call the fire engine'.

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and outcomes for children

Children have a good understanding of the importance of good personal hygiene through established daily routines. They know that washing their hands helps to prevent germs, which make them poorly. Good standards of hygiene are maintained throughout the home and effective procedures, such as using anti- bacterial soap and paper towels, sustain good hygiene.

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and outcomes for children

Positive strategies are used to manage children's behaviour, including sensitive explanations that help children understand why certain behaviour is unacceptable and the consequences of their actions towards others and their feelings. Children gain self-esteem through praise and encouragement and as a result, are well behaved and polite. Children take some responsibility in the setting as they make choices about food and what they want to play with. 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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