Childminder in Leeds

Inspection report for early years provision

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Unique reference number 320684 Inspection date 16/03/2011 Inspector June Rice

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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 1999. She lives with her family in East Ardsley, near Leeds. The whole ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The childminder walks and drives to local schools to take and collect children. The childminder attends the local parent and toddler group. The family has a dog.

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Description of the childminding

The childminder is registered with Ofsted on the Early Years register and both the voluntary and compulsory parts of the Childcare register. She is registered to care for three children within the early years age range and an additional three children aged between six and seven before and after school.

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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 childminder demonstrates a positive attitude towards continued improvement. She sets her standards high and continues to attend relevant training which enhances all aspects of her provision. The childminder has reflected on her practice and sought feedback from parents. The childminder gives the utmost priority to children's welfare, care and learning. She has well established systems in place that have nurtured good working relationships with parents and others and this ensures children continue to enjoy learning through play in an environment they feel safe and secure.

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further?

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

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further?

 develop further the systems to help identify plans for their next steps in learning  develop further the use of self evaluation

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the early years provision

The childminder demonstrates a good understanding of the need to work in partnership with parents and others to safeguard children. She has a clear understanding of safeguarding procedures, possible signs and symptoms of abuse and is confident in her ability to implement procedures effectively in order to protect children. All required documentation is in place. The childminder informs parents what procedures she will implement in the event of safeguarding concerns, which include lost or uncollected children. Risk assessments identify possible hazards and the action taken to reduce any risks, and includes a record of risk assessments for individual outings. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder has recently carried out a satisfactory self-evaluation of the impact of her provision on children's learning and well-being which has helped her to identify her best practice. However, it does not presently identify areas for

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the early years provision

improvement. The childminder has established working relationships with local schools and other early year's providers and this ensures children continue to make good progress. The system for observations, assessments and planning clearly identify children's progress. These observations are linked to the Early Years Foundation Stage. However, next steps are not consistently identified. Inclusive practice is promoted very effectively by the provision which promotes equality for all through resources and activities that introduce children to diversity.

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and outcomes for children

The environment is very conducive to children learning through play. The childminder has an excellent understanding of how children learn, and is very knowledgeable about the abilities of the children she cares for. This enables her to provide appropriate challenges that give children confidence in their abilities and helps them to succeed. Children enjoy craft activities that help to promote their fine motor skills, imagination and communication skills. Children enjoy learning about the world around them and are developing the skills to solve problems. The childminder encourages children to follow their own interests whilst providing alternatives through an excellent range of resources and activities they find interesting and motivating. Children are confident, independent learners who are encouraged to freely express their imagination. Children's work and photographs are shared with parents and other early years providers involved in the children's

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and outcomes for children

care and education. They illustrate the wide range of activities children participate in and what they are learning.

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and outcomes for children

The childminder ensures that children are kept safe in their environment and during outings through the sound implementation of policies, procedures and risk assessments. Children are learning about keeping safe through their daily routine, activities and discussion. They learn about safety around roads, water and railways, stranger danger and how to evacuate quickly in an emergency. Good health and well being is well promoted. For example, clear procedures are implemented to prevent cross infection, and sound systems are in place to record medication, accidents and existing injuries. Children adopt healthy habits. They drink when they are thirsty and wash their hands before meals and after the toilet. The childminder promotes healthy eating through activities and the guidance she provides to parents who provide their children's meals.

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and outcomes for children

Children are observed to thoroughly enjoy their learning. They are inquisitive and listen carefully to the childminder when she asks them questions. They are eager to join in but make their own decisions about what they want to do. Children are very well behaved, use polite language, are learning to share and take turns. Children's physical development is fully supported and encouraged through a good range of resources and activities. They benefit from an adventure garden where they develop various skills while climbing a wall, ladders and steps. Swings, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 tunnels and slides encourage their interest in outside play and this ensures they benefit from lots of fresh air. Children's interest in their wider environment is encouraged as they look at plants and decide what to grow. Previously they have grown herbs which their parents then used in cooking. Children help to recycle

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and outcomes for children

paper, plastic and cardboard and talk about the need to recycle.

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and outcomes for children

Children benefit from an environment that promotes equality for all through the use of books, role play equipment and activities. They talk about different religions and festivals and enjoy themes about different countries. For example, they learn about a god named Gnesh through a story that introduces them to Divali. The childminder provides an excellent range of construction materials at the request of the children and they immediately begin building. They are encouraged to request the parts they want and are asked to describe the item and colour. For example, red balls, flat blue discs and yellow and orange foam strips. When children realised the construction is too high for them to reach they say 'you will have to lift me up'. Children say they are making a rocket and their imagination is further encouraged as the childminder provides a metallic sheet to provide cover. Younger children join in and sit under the rocket playing with small world characters. They quickly

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and outcomes for children

become engrossed in play and invite the childminder into play informing her which character she is playing. During play the childminder encourages children's communication and language skills by asking them simple questions that prompt their use of simple new words and asks them to talk about what they are doing. Children are asked to dismantle the rocket as it is nearly lunch time. They carefully dismantle and give a running commentary on what they are doing and say to the childminder 'I will need your help to put it into the blue bag'. Children construct a rail track that is quite advanced. They are very careful to connect the pieces correctly to ensure the vehicles will automatically move along the track. Photographs show children dressing up as favourite characters as well as in outfits from different countries. Children draw around their bodies and paint in their faces and clothes. They enjoy activities that encourage them to explore texture, for

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and outcomes for children

example, mark making in shaving foam and making spiders from marshmallows. 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 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 1

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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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