Dickey, Jeanette

Inspection report for early years provision

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Unique reference number 319903 Inspection date 18/04/2011 Inspector Paula Fretwell

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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 1991. She lives with her family in the Pudsey area of Leeds, West Yorkshire. The childminder works with an assistant at times. The converted basement and two lounges on the ground floor 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 is registered to provide care for a maximum of seven children under eight years and is currently minding six children in the early years age range. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The family has three cats. The childminder is a member of the Pudsey Childminding Group.

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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 provides a very welcoming, friendly and child-centred environment for children. She demonstrates a clear understanding of the Statutory Framework for the Early Years Foundation Stage. Effective practice supports children's individual welfare needs and they make excellent progress in all areas of their learning and development. The childminder has positive partnerships with parents and others who support the children. The childminder is aware of the importance of evaluating and monitoring the quality of the provision and the recommendations from the last inspection have been addressed.

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further?

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

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further?

 develop ways to include information about what parents know about their child in the developmental profiles  develop ways to include the views of children and parents in the self- evaluation process.

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the early years provision

The childminder has good knowledge and understanding of safeguarding children and she is very clear about the procedure to follow for dealing with any child protection concerns or allegations. The childminder works with two assistants at varying times to enhance the levels of supervision for children. All adults are thoroughly vetted and they know the children well. Children's safety is given high priority through the childminder making thorough risk assessments and checks for hazards in their environment. Children learn to be responsible for their own safety, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 such as through fire evacuation and road safety, all of which are reinforced in discussion and activities. For example, children learn the green cross code and they role play safe road crossing, pretending to watch out for traffic and talking about the importance of looking and listening. All toys and equipment are of high

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the early years provision

quality and easily accessible to children.

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the early years provision

Secure procedures ensure children cannot be collected by anyone unauthorised. The basement play area is self-contained and designated for children so they can be independent in the routine and all aspects of their care. Quiet space is created depending upon children's needs for rest and sleep. The childminder's caring and positive interaction with the children positively promotes their learning across all areas and there is very good teamwork established with her assistants. Profiles of children's development link well to the early learning goals and include initial information and the next steps for children's learning. Parents may see these at any time, although they do not routinely contribute to these with information about their child.

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the early years provision

Documentation is very well organised and filed confidentially. Policies and procedures underpin the childminder's good practice and all necessary written parental consent is in place for aspects of the children's care. Daily communication with parents keeps the childminder informed about important matters. The childminder understands the importance of establishing links with others who have responsibility for each child to enhance opportunities for children in the Early Years Foundation Stage. Systems are in place to monitor and evaluate the practice, although the views of children and parents are not included in this process. The childminder knows the setting's strengths and areas to improve and she works hard to promote positive outcomes for children.

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and outcomes for children

Children are settled and happy in the childminder's care and they are secure in their familiar routine. Children's independence is encouraged helping them to develop skills for the future. The childminder is aware of very young children's needs and responds to their non-verbal cues appropriately, such as when they feel tired. For example, she is observant of babies' body language and helps them to settle for a sleep as and when they need to. Children feel a sense of belonging as they refer to one of the childminder's assistants as 'grandma'. All children are fairly included in all activities and are given the same opportunities to join in at their own pace.

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and outcomes for children

There is an excellent balance of child-initiated and adult-led activities to promote children's development across all six areas of learning. The childminder and her assistant give plenty of individual attention and help children to learn through play by skilfully joining in with them and following their interests. For example, they respond to situations in the media that interest children, such as erupting volcanoes and make models and talk about them. Children's enthusiasm for art and craft activities is promoted through regular access to creative materials. For This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, they excitedly make collage Easter eggs and this activity is enhanced through plenty of conversation and new vocabulary. Children discuss colours and shapes, for example, they know that eggs are oval shaped. Children learn letter sounds through their letter of the week activity in which they identify as many

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and outcomes for children

objects beginning with their chosen letter. Parents are involved in this aspect of their children's learning by bringing items from home. Children love story time and they sit with the childminder's assistant to enjoy their favourite books. The childminder and her assistant respond to children's questions with patience and suitable explanations. For example, they explain how the taps work as children ask when washing their hands. Children enjoy a superb range of opportunities outside the home, such as visiting local groups and places of interest. They learn how to respect their environment through activities, such as recycling and disposing of litter properly.

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and outcomes for children

Children enjoy plenty of opportunities to support their good health and learn about teeth care and healthy eating as part of their routine. Stories, such as the 'gigantic turnip' and 'pumpkin soup' help to promote children's interest in eating the recommended five-a-day and they know that exercise keeps them healthy. Children's health is further supported through effective practices and personal hygiene routines. Appropriate attention and discussion is offered to promote hygiene, for example, when hand washing. Children enjoy a wide range of fresh fruit, vegetables and healthy snacks and meals and they sit together to enjoy these. Drinks are available at all times so children are not thirsty. The childminder works closely with parents to ensure individual dietary needs are met.

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and outcomes for children

The childminder helps children to understand and value diversity through the provision of positive images, daily activities and play. Through discussion, children are helped to appreciate each other's similarities and differences. Children enjoy celebrating different festivals and they try food from other countries. Wall displays focus on other countries and a good range of toys and resources reflect our diverse society. Children are taught to understand the needs of others through helping with shoebox appeals and charity days.

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and outcomes for children

Suitable strategies are used to manage children's behaviour and the childminder has a calm and patient approach. Children are encouraged to behave safely and are reminded to sit properly on chairs and not throw toys. Children use lovely manners in their communication with each other and say 'thank you' without being prompted. The childminder speaks positively about children in their presence and this boosts their self-esteem. Children feel good about themselves as the childminder gives plenty of meaningful praise and they enjoy receiving 'star of the week award'. 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 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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