Childminder in Leeds

Inspection report for early years provision

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Unique reference number EY417402 Inspection date 18/07/2011 Inspector Jane O'Callaghan

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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. He lives with his wife who is also a registered childminder in the setting and three children aged 12, 10 and nine years old on the outskirts of Leeds. The whole of the ground floor and front and rear garden are used for childminding purposes. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He is registered to care for a maximum of six children under eight years at any one time, when working alone and a maximum of 12 under eight years when working with another registered childminder or assistant. The childminder currently has 16 children on roll and of these 15 are in the early years age range one child in the compulsory childcare group.

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Description of the childminding

The childminder collects and takes children to local schools, visits parks and places of interest. They have one guinea pig as a family pet.

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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 cared for in a welcoming family home and good attention is given to promoting their welfare, and keeping them safe and secure at all times. They happily engage in their play in the enabling environment, and make good progress in their learning and achievement. They greatly benefit from a childminder who understands their individual needs and plans enjoyable and challenging activities for them. Partnerships with parents positively contribute to creating an inclusive atmosphere that welcomes each child's individuality. The childminder has systems in place to evaluate his own provision, through completing the self-evaluation form.

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further?

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

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further?

 provide opportunities for parents and carers to contribute to children's individual learning and development records  develop the labelling of the toys and resources to ensure children learn that print carries meaning.

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the early years provision

The safeguarding and protection of children is a priority for the childminder. He shares detailed policies and procedures with parents to explain his duty of care to act in a child's best interest should he have any child protection concerns. Effective risk assessments are undertaken regularly for all areas of the home, garden and all This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 outings that the childminder takes children on. He also completes daily checks prior to the children arriving to minimise hazards to them. Resources and equipment are plentiful and maintained in a safe and clean condition. The childminder has started to evaluate his practice and takes pride in his commitment to ensuring that children's care, welfare and learning are supported by him in a thorough but sensitive way. The childminder identifies his own strengths and weaknesses clearly and regularly updates the self-evaluation form.

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the early years provision

For example, he is hoping to attend a course to gain a recognised childcare qualification.

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the early years provision

The partnerships fostered with parents and carers are a key strength of the childminder. He takes time to share the clear policies and procedures and explains why he requires detailed information in order to meet individual needs and works with parents wishes. Parents express their appreciation of his commitment to their children in regular positive feedback forms. He ensures that they are aware and have access to their childrens Learning Journals, which include photographic evidence and pictures that they have done. However, parents are not regularly encouraged to contribute in them. The childminder is establishing links with other pre-schools and nurseries that children attend which deliver the Early Years Foundation Stage. He endeavours to share children's Learning Journey's, with these settings to ensure continuity of care and learning.

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the early years provision

The childminder encourages children to become aware of the diversity of society through well-planned activities, a good selection of resources and opportunities. For example, children taste different foods made by parents when celebrating festivals and can access jigsaws, books and small world figures depicting all areas of equal opportunities. Children benefit from the childminder's approach to inclusive practice.

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and outcomes for children

Children are very settled and content in the homely environment provided by the childminder. They move around freely and confidently in the play areas accessing independently from the good selection of toys available. Children independently choose what they would like to play with and are encouraged to tidy toys away, along with good interaction from the childminder and his co-childminder and assistant. However, toys and resources are not easily identified through the lack of labelling to encourage children to learn that print carries meaning. Children excitedly sit with the childminder and listen to the story about different animals and repeat the noises that they make, receiving lots of praise. They get opportunities to learn about technology through accessing a good variety of toys. Children press the toy telephone and pretend to talk, whilst other children sit on the settee and play with the toy laptop, listening to the music it plays as they press

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and outcomes for children

The childminder encourages the younger children to build with the bricks and they are keen to tell him the colours of the bricks, recognising red, green, purple and orange. Whilst building the children along with the childminder count how many This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 bricks there are in the tower and together they count to five. Children socialise well and also use their imagination as they pretend to make a cup of tea and offer it to the visitor telling them 'its not hot'. Children can access a good selection of toys outside, where they learn to balance whilst riding on the bicycles, jumping up and down in the ball pool and do messy play outside too.

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and outcomes for children

The childminder takes children on walks to local parks, child orientated groups, farms and soft play areas, where they learn about the community around them and how to socialise with other adults and children. They also enjoy doing a variety of arts and crafts, which the childminder displays in their personal files. They freely paint, stick and use recycled objects when doing box crafts. The childminder encourages children to learn about the environment as they are given opportunities to plant their own flowers and watch them grow.

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and outcomes for children

Children's progress is recorded effectively in the developmental childrens journals reflecting each area of learning. There starting points are clearly recorded, by parents when they first start with the childminder. All observations are clearly linked to the areas of learning and also identify the childrens next steps to ensure their progress is continually monitored. The childminder, along with his co- childminder, completes flexible planning for each individual child which covers all areas of learning and includes themes to ensure childrens needs and interests are met.

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and outcomes for children

Children's health is successfully promoted as suitable routines are employed to reduce the spread of infection and children know why hand washing is important in keeping healthy. Posters of why we wash our hands are clearly displayed in the toilet to remind them. Children are encouraged to use wipes and anti bacterial gel when out and about to prevent any cross infection. The childminder provides meals which are healthy and nutritious and displays a menu for parents to see. Children are given snacks of fruit, raisins and regular drinks throughout the day. He works closely with parents regarding children's meals and snacks, noting any specific dietary needs and preferences.

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and outcomes for children

Children are aware of their own safety and that of others as they are taught about how to cross the road safely and he is planning to have the lollipop person in to talk to them. Within the home the fire blanket is sited, sockets protected, a monitor is used when children are sleeping in the lounge so they can be observed closely and fire drills practised regularly to ensure a very safe environment for children. They enjoy warm relationships with the childminder and grow in confidence through kind words of praise for what they have achieved. They are polite, and happily take responsibility for their play environment and learn to share and take turns as they play. The childminder has a well written behaviour policy and he is a good role model for children as they play in the welcoming and child friendly setting. 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 2 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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