Childminder in Leeds

Inspection report for early years provision

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Unique reference number 320126 Inspection date 28/02/2011 Inspector Melissa Patel

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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 lives with her husband and three children aged ten, thirteen and sixteen years. They live in a semi-detached house on the outskirts of Leeds. The whole of the ground floor and upstairs bathroom of the childminder's house are used for childminding. There is an enclosed garden for outside play.

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Description of the childminding

The childminder was registered in 1997. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of six children of whom three may be in the early years age range. She is currently caring for four children of whom two are in the early years age range. The childminder has links with other early years provisions where children also attend.

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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 Early Years Foundation Stage is promoted effectively overall, ensuring children receive varied and fun experiences indoors and outdoors. Very good consideration is given to the children's individual choice when planning children's activities, and therefore the children progress well with their learning. Partnerships with parents work effectively in promoting children's well-being. The childminder has established some good partnerships with other early years professionals and provisions where children also attend, although, the systems to support some of these partnerships are not yet maximised to extend support to children's learning. Monitoring systems ensure good progress of the provision overall and the outcomes for children are positive.

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further?

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

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further?

 maximise the organisation of the environment to promote diversity  further develop the current partnership systems with other provisions where children also attend, to extend children's learning priorities.

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the early years provision

The childminder has a good knowledge of her duty to safeguard children, for example, she knows what to do if concerned about a child and the written procedures are clear and accessible. The risk assessments are vigorous and cover all the required aspects inside and outside. Documentation to support children's good health are well maintained. The arrangement of the home environment is very effective in supporting children's learning and welfare overall. Equality and diversity is supported well by the childminder, and there are resources within the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 environment that reflect the differences in people positively. However, the organisation of the environment to fully embrace diversity is not maximised.

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the early years provision

The childminder works with the parents effectively to support children's well-being. For example, regular information is discussed regarding the children's daily routines and how they are developing at the provision. The development profiles are shared with parents and the parents are asked to contribute to these profiles, to further extend children's learning. Information available from parents as part of the inspection process is positive, with regard to the care and development of their children whilst at the provision. The childminder has established useful links with other provisions where children also attend, which supports children's transition to these settings well overall. However, the partnership systems are not fully developed with regard to extending support to compliment children's learning progress.

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the early years provision

The monitoring and evaluation systems for the provision are good overall. The childminder uses written evaluation to enable her to reflect on the progress of her childminding provision. She identifies areas to work on to develop the childminding provision further in the future and, therefore, the outcomes for children are good. The childminder has met the recommendation raised at the last inspection by ensuring parents receive accident information. In addition, the childminder has devised her own systems to support children's learning and development, and she has attended many training events. These improvements support children effectively.

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and outcomes for children

The environment is very conducive to children's progression towards the early learning goals. For example, resources are organised to enable children to select toys of their own choice, supporting independence skills effectively. The very good overall range of activities children participate in supports their progress well across the areas of learning. For example, the children are learning the difference between light and dark as they explore balls that glow in the darkness of the tent. Children are starting to differentiate colour as the look at the bright lights in the balls, supported well by the childminder. Children make choices regarding the activities they do. For example, they decide to use toy phones, and with good support from the childminder they communicate by phone. They are developing their hand and eye co-ordination, and skills for the future effectively as they press the buttons and work out how the phone works. They are making sense of the

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and outcomes for children

world and their home life as they discuss their family. Children are using their imagination as they experiment with a variety of dressing-up costumes. Children frequently make marks on paper, developing early writing skills effectively. Children are starting to understand that words have meaning well as they frequently look at books and through the use of labelling in the environment. For example, they use the weather chart with good support from the childminder.

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and outcomes for children

Children are beginning to develop a good overall understanding about diverse communities and the wider world. For example, children can use some resources This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 in the environment, such as toy figures, and some positive images of people from a variety of backgrounds are available on cards, which are kept with the books. In addition, the children learn about varying festivals, such as the Chinese New Year. This all helps children learn to value the differences in people well. However, the environment is not yet arranged to make the most of diversity, through maximising varied language text, signs, toys and images to help extend children's understanding regarding the society they live in today.

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and outcomes for children

Children act safely as they explore the home environment. They respond positively to the childminder, for example, they follow requests that the childminder makes, such as to wash their hands before their snack, and they frequently go to the childminder for reassurance. Children receive praise for achieving tasks, such as balancing on the stilts outside. This supports their emotional well-being very well. Children are starting to learn effectively regarding keeping themselves safe, through practising road safety when out on outings and by practising the fire evacuation procedure.

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and outcomes for children

The observation and assessments systems in place work effectively overall. The childminder has a good understanding of the children's individual needs, and through on-going observation she makes plans to help children develop a variety of skills. For example, children extend their counting, language, physical and early writing skills. Documentation to clarify children's progress supports their development well overall.

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and outcomes for children

Children stay healthy well, as they are cared for in an environment which is hygienically maintained. They are starting to understand how to minimise the spread of germs through regular hand washing routines. Children have a choice of what to from eat from a range of healthy foods, for example, they eat toast and are offered fruit, such as oranges for their snack. The parents provide the main meals for their own children. Children are encouraged to drink water, which is easily accessible, and they sometimes have milk. Children experience daily opportunities to exercise outdoors, for example, the children go to parks and they play with a variety of equipment in the garden to help develop their large physical skills effectively. For example, they learn to control sit and ride-on toys, spin large hoops and develop balancing skills. Children enjoy these activities whilst beginning to understand the benefits of a healthy lifestyle effectively.

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and outcomes for children

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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