Savva, Helena Mary

Inspection report for early years provision

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Unique reference number EY419831 Inspection date 05/07/2011 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 2011. She lives with her partner and three adult children in Chapel Allerton, a suburb of Leeds. Most of the ground floor and the first floor bathroom of the property are used for childminding purposes and there is an enclosed garden for outside play. The family has two cats. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. She is able to care for a maximum of six children at any one time, three of whom may be in the early years age group. She has three children in the early years age group on roll and they access local groups. 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 good.

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The overall effectiveness of the early years provision

The childminder establishes exceptional relationships with parents, enabling her to successfully meet the children's differing needs. All the required policies and procedures are consistently implemented and effectively promote the children's care and well-being. Effective self-evaluation includes areas to develop and enables children to make good progress towards the early learning goals. However, systems for monitoring progress do not reflect their starting points. The childminder is beginning to develop links with other providers of the Early Years Foundation Stage.

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further?

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

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further?

 implement systems to use information regarding children's starting points to monitor their initial progress  provide opportunities for children to see written words in their home language.

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the early years provision

The childminder gives the utmost priority to ensuring she provides a safe and secure environment to efficiently promote outcomes for children. She makes excellent use of the space within her home and closely supervises children at all times, especially when playing in the garden. The childminder is fully committed to protecting the children in her care. She has a secure knowledge and understanding of the signs and symptoms of abuse and neglect and the procedure to report any concerns. Effective systems are in place to accurately record existing injuries, accidents and any medication administered to children. To further safeguard children, all adults living on the premises have undergone the required suitability checks. The childminder completes and regularly reviews risk assessments. These This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 detail any action taken to minimise hazards to keep children safe indoors, outdoors

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the early years provision

and on outings. The many policies and procedures which are unique to the setting and consistently shared with parents effectively contribute towards the children's well-being. Daily discussions, displayed information and written records keep the parents exceptionally well informed regarding their children's care and learning.

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the early years provision

The childminder is extremely enthusiastic about her role and effective self- evaluation and plans for the future enable her to provide a high quality service. This enables her to value children's uniqueness and meet their differing needs effectively. Although the childminder is not caring for any children that attend another provision, she fully appreciates the importance of close working relationships and is developing links to facilitate smooth transitions between settings. Children are developing a sound awareness regarding the diversity of the world through discussions, toys, books and food. They have a wonderful time dancing to music from around the world. The childminder works very closely with parents regarding developing children's awareness of English and their home language. However, opportunities for children to see written words in languages other than English are limited. The childminder makes good use of local resources,

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the early years provision

such as visiting parks, woodlands, the library, children's centres and groups to develop children's awareness of their community effectively. They are learning about protecting the environment through recycling and reusing items.

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and outcomes for children

Children feel extremely safe and secure within the setting. They are fully confident to express their views and opinions and spontaneously request for the music to be turned up as they cannot hear it. The childminder values children's ideas and turns the music up asking if it is loud enough. Children share warm and trusting relationships with the childminder and thoroughly enjoy her company. They behave well and learn about right and wrong through the consistent and realistic boundaries set by the childminder. She effectively develops their self-esteem through consistently offering meaningful praise, such as, 'that's brilliant counting'. Children are confident decision makers and quickly solve simple problems, for example, working out to turn the hammer board over to enable them to hammer the pegs from the other side. The childminder knows the children well and carries out regular observations. She uses this information to plan the next steps in their

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and outcomes for children

learning, enabling children to make sound progress towards the early learning goals. There are many opportunities for parents to be involved in their children's learning. They frequently discuss children's progress and parents regularly contribute to their child's development record. Although the childminder consistently obtains information regarding what children know and can do when she begins caring for them, this is not used effectively to monitor their initial progress.

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and outcomes for children

Children are developing valuable skills for the future as they access information and communication technology. They are really proud as they are rewarded with lights and sounds as they press relevant buttons on programmable toys. Action plans are in place for the childminder to obtain additional equipment, such as a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 camera for the children to take photographs, to further enhance their awareness of modern technology. Children have a wonderful time learning about volume and capacity as they fill and empty containers in the water play. They spend a long time watering plants and know that they need sun and water to grow. This encourages children to make healthy choices as they grow their own potatoes, tomatoes, peas and strawberries. They know that eating lots of fruit and vegetables makes them big and strong and proudly state that pineapples are their

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and outcomes for children

favourite. Children stay hydrated as they independently access drinks. They are considerate of others and kindly pass their friends a drink, spontaneously recognising the colour of their individual sports bottles.

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and outcomes for children

Children are developing an excellent understanding and awareness of keeping themselves safe through regularly talking about road safety and the importance of not talking to strangers. Children happily help tidy the toys away as the childminder explains that they may fall on them and hurt themselves. She encourages children to think about the consequences of their actions and to apologise if they accidentally hurt their friends. Children are very familiar with the routine of cleaning their hands before they eat. Regular discussions reinforce the importance of this and children know that soap and water gets rid of germs and keeps them healthy. They spontaneously recognise the colour of their own towel which reduces the risk of cross-infection and effectively promotes their well-being. Children have many opportunities to draw, practise writing and express themselves creatively. They show a real pride in their achievements and point to their

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and outcomes for children

masterpieces thoughtfully displayed on the wall. Children concentrate well and, supported by the childminder, really persevere, turning shapes to work out which space they fit in. The childminder naturally extends children's learning by naming the colours and shapes and introducing words such as 'quarter' and also 'semi- circle', explaining that this is half a circle. 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 1 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 2

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 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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