Childminder in Leeds

Inspection report for early years provision

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Unique reference number 319937 Inspection date 24/03/2011 Inspector ISP Inspection

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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 1994. She lives with her family in Wortley, Leeds. The whole ground floor of the property is used for childminding purposes and there is a fully enclosed garden available for outdoor play.

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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, no more than three of whom may be in the early years age range. She is currently caring for three children in this age group. The childminder is registered on the compulsory and voluntary parts of the Childcare Register and there are currently four children being cared for within this age group. The childminder takes and collects children from school. 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

Children are well cared for in a friendly, inclusive and welcoming environment. The childminder demonstrates a good understanding of the Statutory Framework for the Early Years Foundation Stage and supports children's individual welfare, learning and development needs very well. Self evaluation systems are developing and the recommendations from the last inspection have been addressed. Partnerships with parents are excellent and enable the childminder to effectively meet children's individual needs. The childminder understands the importance of establishing links with others to successfully promote outcomes for children.

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further?

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

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further?

 improve the system for evaluating and monitoring the quality of the provision, incorporating the views of children and parents, in order to more effectively identify strengths and target areas to improve.

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the early years provision

Safeguarding children is given high priority and the childminder knows how to ensure they are protected from harm. In the event of any concerns or allegations arising, the childminder is very aware of the procedures she needs to follow. Children play safely because all areas are assessed and potential hazards are kept to a minimum. Children are helped to learn how to stay safe through effective discussion and activities in the daily routine. The childminder uses play opportunities to reinforce safety messages. For example, children talk about the role of the lollipop lady when they play with the small world set and they discuss This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 what the colours of the traffic lights mean. Children learn how to evacuate safely through the practising of fire drills and details of these are recorded. All documentation fully supports the childminder's practice and is up-to-date and

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the early years provision

Space and resources are used very well to meet the children's needs. Children know where to find what they need to support their learning and they engage in self-chosen challenges. Children learn to be competent decision makers because the childminder supports their independence, ensuring accessibility of a wide range of good quality resources. Children contribute to caring for their environment as the childminder involves them in recycling household waste. They know how to put used containers, such as yogurt pots in the recycling bag and then they help to put these in the bin. This helps them to develop skills for the future.

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the early years provision

The childminder is committed to providing high quality care and she works hard to improve outcomes for children in all areas. Inclusive practice ensures all children are valued and respected. Self-evaluation systems are not fully established, although, the childminder reflects on her practice.

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the early years provision

Highly successful partnerships with parents mean that children's care is tailored to their unique needs, interests and abilities. The childminder makes careful observations of children and records their progress, sharing them fully with parents, which they add to as they wish. Next steps in children's learning and development are discussed with parents and any information from home is used in planning further experiences. Parents are extremely happy with the childminder's care for their child. They write complimentary letters reflecting on their experiences, stating that children 'make brilliant progress in a secure, loving home environment'. They give praise for 'well established routines' and say the childminder has 'gone that extra mile'. Parents say the childminder is 'worth her weight in gold', emphasising how much they value her service. Children describe the childminder's setting as 'a place for fun and learning' and say she is a 'fantastic

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the early years provision

childminder'. The childminder knows the importance of working with other professionals to enhance the quality of communication and children's learning and development.

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and outcomes for children

Children are very independent, happy and settled in the childminder's care and they make excellent progress in their learning and development. The childminder has a thorough knowledge of each child's abilities and unique preferences. She plans activities according to their individual needs, based upon the children's wishes, her own observations of their learning and any information provided by their parents. Superb relationships between the childminder and each child form a secure platform from which children acquire the confidence to learn. A highly successful balance of child-initiated and adult-led activities ensures children engage in purposeful play and self-chosen challenges. The childminder uses her knowledge of each child's interests to provide meaningful opportunities. For This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, when children have a favourite character, the childminder reflects this in

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and outcomes for children

her resources, such as books and jigsaw puzzles.

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and outcomes for children

Children enthusiastically lead their own play and they involve the childminder in what they are doing. For example, they work together to complete a jigsaw puzzle and create a picture of a rocket, at which they sing a rocket song together and enjoy counting down from five to 'blast-off'. Children engage in small-world play with vehicles and the childminder joins in with conversation about which vehicles do what, introducing new vocabulary as they chat. Skilled interaction with children enables the childminder to manage mixed ages very well and she ensures opportunities are suitable for each stage of development. For example, whilst she looks at a book with a younger child, she enables another child to create a construction by copying a design. Children are encouraged to play co-operatively together and enjoy activities, such as, story and singing time. They excitedly get a cushion to sit on, whilst the childminder gets the story ready, with props to share,

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and outcomes for children

such as, puppets and musical instruments to extend their language skills through repetition and rhythm. Children are enthralled and they delight in this part of their daily routine. Children's knowledge and understanding of the world is developing through opportunities, such as, going on a bug hunt and growing flowers. They enjoy visits in the local area in all weathers.

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and outcomes for children

Children's good health is promoted very well. They enjoy plenty of fresh air as they access the childminder's garden and select a wide range of toys and equipment to help develop their physical skills. Older children help to set up outdoor activities for their younger friends, such as challenging obstacle courses. Children learn where food comes from as the childminder helps them to grow vegetables in the garden. Healthy eating is promoted well because the childminder incorporates this within activities, such as, making fruit kebabs and fruit drinks. The childminder gives children simple choices in what they eat and she offers plenty of fruit and vegetables. Children sit and eat at the table together and engage in plenty of conversation, with meal times being happy and sociable occasions. The childminder knows each child's food preferences and ensures their nutritional needs are met.

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and outcomes for children

Children behave very well in response to the childminder's realistic expectations. Meaningful praise is given so that children understand acceptable behaviour and the childminder helps them to understand the feelings of others. Sharing is encouraged well through the childminder facilitating co-operative play, such as dominoes, in which turn taking is reinforced positively. Children enjoy good levels of individual attention and the childminder ensures all children are included in all activities. They develop a sense of belonging because they are actively involved. For example, older children help to plan activities for younger ones and all children enjoy proudly displaying their artwork on their special board. Children use lovely manners in their interaction with each other and the childminder and this is often unprompted. Children celebrate their successes and happily give the childminder a 'high five' if they have done something well.

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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 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 1 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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