Childminder in LeedsOfsted inspection, 31 May 2011

Inspection report for early years provision

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Unique reference number EY416921 Inspection date 31/05/2011 Inspector Liz Whitehead

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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 2010. She lives with her partner and adult child in a tenth floor flat in Burmantofts, a suburb of Leeds. Most of the property is used for childminding purposes and trips to the park and walks in the area provide outdoor experiences for children. The family has a hamster. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is able to care for a maximum of four children at any one time, three of whom may be in the early years age group. There are three children in the early years age group on roll. Children are taken and collected from school. The childminder 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 satisfactory.

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The overall effectiveness of the early years provision

Children are making steady progress towards the early learning goals and the childminder is developing systems to plan for the next steps in their learning. She is beginning to reflect on her practice although this does not highlight the strengths and weaknesses of the setting. The childminder establishes appropriate relationships with parents and other settings which enable her to suitably meet the children's individual needs. The childminder has a basic knowledge and awareness of safeguarding procedures and her working practices generally contribute towards the children's health, safety and well-being.

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further?

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

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further?

 use observations and assessments to identify learning priorities and the next steps in individual children's learning to enable them to make good progress towards the early learning goals  identify the settings strengths and priorities for development that will improve the quality of provision for all children  update the record of risk assessment to include any assessment of risks for each type of outing  improve hygiene practice with regard to nappy changing procedures to prevent the spread of infection  develop knowledge and awareness of signs and symptoms of abuse and neglect and safeguarding procedures.

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the early years provision

In order to protect children in her care the childminder clearly details that all adults living on the premises have undergone required suitability checks. However, she has a limited awareness of the possible signs and symptoms of abuse and neglect This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 which does not fully ensure children are protected. The childminder has an appropriate understanding of how to keep children safe, for example, she effectively monitors access to the premises. She completes and regularly reviews risk assessments. These detail hazards to children in the home and on some outings. The written policies and procedures, which the childminder consistently shares with parents, appropriately contribute to children's well-being. However, nappy changing procedures do not effectively prevent the risk of cross infection.

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the early years provision

The childminder keeps parents suitably informed regarding their children's care and learning through daily discussions. This enables her to meet children's differing needs appropriately and suitably promote outcomes. The childminder is beginning to reflect on her practice and, through discussion, seeks the views and opinions of children, parents and advisory workers. Children are learning about the diversity of the world through access to a range of books which promote positive images of race, gender and disability. The childminder regularly uses local resources, such as parks and shops to develop children's awareness of their community appropriately. They learn about sustainability through recycling newspapers and discussing the importance of not wasting water.

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and outcomes for children

Children are encouraged to make healthy choices through the provision of varied meals. These include a range of fruit and vegetables and children excitedly talk about buying mangos from the shop. They recognise when they are thirsty and independently access drinks from their individual cups. Children learn appropriate self-care skills as the childminder sensitively reminds them to wash their hands after using the toilet. Children are familiar with rehearsing how to leave the home quickly and safely in an emergency and know to use the stairs and not the lift. Older children understand the importance of younger children not being able to access small toys as they may 'swallow them'. Children enjoy physical activity both outdoors and indoors. They express themselves creatively and enjoy singing and dancing as they play. Older children have good co-ordination and proudly show how they do star jumps.

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and outcomes for children

Children feel settled and secure within the childminder's care. They share a warm and trusting relationship with lots of cuddles and affection. They behave appropriately and understand what is expected of them through the consistent and realistic boundaries set by the childminder, who praises and supports them in their play. She carries out regular observations, although, she does not effectively use this information to plan for the next steps in their learning. Children are confident decision makers and independently access the available range of toys and books. Young children demonstrate they are familiar with modern technology as they 'talk' on the mobile telephone. They enjoy operating a musical train using the remote control. Older children have a sound awareness of the natural world and proudly state that 'giraffes and elephants come from Africa'.

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and outcomes for children

Children enjoy sitting with the childminder as they read books together. They are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 becoming aware that letters and words have meaning and excitedly point to the pictures. Young children are becoming confident communicators, as the childminder gives meaning to their early attempts at language. Older children are aware of individual letters and they spend a long time repeating these as the childminder phonetically spells out various words. She actively develops children's self-esteem and awareness that it is alright to make mistakes as she admits that she spelt a word incorrectly. Children are developing early problem solving skills and work out how to stack cups and rings and complete jigsaw puzzles. The childminder naturally uses this activity to develop children's awareness of mathematical ideas. She names the colours and children repeat as the childminder

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and outcomes for children

counts the pieces. Older children are familiar with numbers and confidently count that they have nine soldiers. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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