Childminder in Leeds

Inspection report for early years provision

p.1

Unique reference number EY365622 Inspection date 20/04/2011 Inspector Mary Kilroy

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2007. She lives with her partner and one child aged six in Stretford, Trafford. The entire ground floor of the childminder's home is used for childminding, with toilet facilities situated on the first floor. There is a fully enclosed rear garden available for outdoor play.

p.4

Description of the childminding

The childminder is registered to care for a maximum of five children at any one time and is currently caring for three children, all of whom are within the early years age range. She is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register.

p.4

Description of the childminding

The childminder attends local carer and toddler groups. She takes children to and collects them from a local school. She is a member of the National Childminding Association and the Trafford Childminder Network.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children enjoy stimulating, age-appropriate activities in a warm, safe and inclusive environment. The setting successfully promotes children's safety and welfare. Effective assessment and planning enable children to make good progress in their development and learning. The childminder has built positive partnerships with parents and they are effectively involved in their children's learning. She reflects well on her practice but self-evaluation procedures do not yet enable her to adequately monitor her provision.

p.4

further?

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

p.4

further?

 develop procedures to monitor and evaluate the provision.

p.4

the early years provision

The childminder has a good knowledge of safeguarding procedures. Children remain safe as she knows the signs and symptoms of abuse and records all incoming accidents and events that occur outside her care. Effective written risk assessments are in place for every area of the premises. Risk assessments are reviewed regularly, when changes are made to the premises to ensure children's safety is maintained. The childminder ensures children learn about every aspect of safety. For example, how to behave towards the childminder and other children or animals and how to use age-appropriate equipment, such as reins. Children understand why they can't run off or go onto the road. They learn not to approach animals and why they should hold hands or the buggy. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder ensures her service is inclusive and provides a warm welcome for

p.4

the early years provision

children and visitors. She exchanges concise verbal and written information twice daily. All records and children's files are shared with their parents, who can see them at any time. She works in close partnership with them, asking what children are doing at home and telling them what they do in her setting. She has formed effective links with other providers of the Early Years Foundation Stage, such as the local school, where she exchanges information on children's progress.

p.5

the early years provision

Parents who expressed an opinion are satisfied with the service and have no suggestions for improvement. The childminder is proactive in making changes to her provision in response to requests from parents and children. For example, by meticulously providing for children's individual dietary needs with regards to culture or health.

p.5

the early years provision

Children are nurtured by a caring childminder who supports them with kind words and encouragement, giving them her full attention. She provides a welcoming environment for children with special educational needs and disabilities. Her ability in this area enables her to empathise and deal sensitively with parents. She also liaises successfully with professionals involved in children's care and undertakes appropriate training, to ensure children make good progress. She tracks children's progress and incorporates diary information from parents and school. This ensures that any areas in which children need extra support are addressed. Children's achievements are always celebrated. Resources are accessible, enabling children to confidently make choices and extend their play.

p.5

the early years provision

Written policies and procedures work well in practice to promote children's health, enjoyment and achievement, with a minor exception. Records and documentation sampled are up-to-date and stored to maintain confidentiality. The childminder recognises the importance of continuous improvement. She is able to identify the strengths and some weaknesses of her provision and addresses them through extensive training. She has started a National Vocational Qualification Level 3 in childcare and education. However, self-evaluation is not yet fully developed to enable her to identify any gaps in the provision.

p.5

and outcomes for children

Children access a wide range of toys and equipment easily and independently, and are very settled, confident and able to make their needs and feelings understood. They join in conversation with enthusiasm, giving decided opinions and asking questions, sure of a good response and support from the childminder. Activities are a good balance of adult-introduced and child-initiated, and children are able to add to their play or take away whatever they choose. The childminder builds well on starting points and interests, such as dressing up, role play and stories to help them make good progress in their learning. She ensures they are able to further their interests, such as through visits to a toddler drama group. Children are stimulated well and the childminder spends all her time playing and interacting with them. She encourages them to be imaginative and creative, for example, by This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

asking what might be in a box during storytelling.

p.6

and outcomes for children

The childminder uses every opportunity for learning. For example, discussing suitable foods and counting. Children's language is good and they ask lots of questions. Children are helped to problem solve, for example, during a story where a mouse is sitting on a swing and not moving, the children discuss why this might be and suggest reasons, and the childminder gently suggests he might need a push. Children confidently ask questions about the story and the childminder offers explanations at their level.

p.6

and outcomes for children

Children learn skills for the future as they access programmable toys and have many opportunities to visit shops to make purchases, pay and count the change. They recently planned for the purchase of a new blanket. They love to handle and weigh favourite fruits in the supermarket and skilfully use the self checkouts. They also use the self-scan in the library. They visit small local shops to see food in its natural state, rather than pre-packaged. Children help formulate rules and assist in completing risk assessments. They identify safe places to cross the road and enjoy reminding others of the rules. Children learn as they help with household tasks, such as washing up and preparing food, and begin to understand their individual dietary needs and those of others. They have a healthy diet and learn to make good food choices as they monitor five a day, and also learn that using their own utensils and care items helps prevent the spread of infections. Children enjoy

p.6

and outcomes for children

watching the refuse collectors and recycling with childminder. Older children discuss local and green issues and visit charity and thrift shops. They are skilled in using calculators, magnets and clockwork toys. There are visits to the bank and opportunities to post or re-direct letters to the previous owner of the house.

p.6

and outcomes for children

Children develop their knowledge and understanding of the world as they discuss time when reading about a caterpillar that stays inside a cocoon for over two weeks. They enjoy the natural and wider worlds on walks around the local area. Children were involved in the recent house move, when the childminder moved to a house in the same road. Children were able to bring over their toys and equipment to help them settle into the new premises. They enjoy visits, such as to the museum to see the Tyrannosaurus Rex, which was a favourite there. Children create Easter baskets and bunny cards and the childminder hides eggs around the garden for an egg hunt. They share books about why eggs are used as symbols of Easter and observe blossom trees in a nearby park or blackbirds and squirrels in the garden. While looking at pictures of candles in a church at Easter, the childminder makes comparisons, such as 'It's like when you visit the Temple.'

p.6

and outcomes for children

Children's behaviour is good. They are encouraged to take turns with popular items and to share, when they are old enough to understand the concept of sharing. Children use negotiation during turn taking and are encouraged to consider the consequences of their actions. The childminder is a good role model for behaviour and ensures children love to play together. She provides them with activities which promote individual thinking. She also promotes team working activities and cooperative working to help children develop their social skills. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8