Childminder in Leeds

Inspection report for early years provision

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Unique reference number EY417105 Inspection date 03/11/2011 Inspector Linda Filewood

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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 and lives with her partner and children aged 19 months and three years old, in Belle Isle, on the outskirts of Leeds. The childminder occasionally works with an assistant. The ground floor of the home and the upstairs bathroom are used for childminding. There is access to an enclosed garden for outdoor play. The childminder takes and collects children from school and nursery and attends local groups.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom, no more than two may be in the early years age range. She is currently minding two children in this age group. She also offers care to children aged over five years to 11 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder supports children who speak English as an additional language.

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Description of the childminding

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

Children enjoy a good range of interesting, fun activities indoors and outdoors and are making good progress in their learning and development. They play in a safe, secure environment and all required documentation is in place to safeguard their safety and welfare. Partnerships with parents are effective and ensure that the childminder is fully aware of each child's individual needs, in order to support their welfare. The childminder is beginning to establish purposeful partnerships with other provisions children attend, to support continuity in their learning and development. She is beginning to use self-evaluation to evaluate and assess the quality of her provision and has made effective improvements since registration, which benefit the children.

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further?

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

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further?

 continue to develop effective communication with other settings that children attend to ensure continuity in their learning  continue to develop quality improvement processes in order to extend effective practice and help improve outcomes for every child.

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the early years provision

The childminder fully understands her role to safeguard children. She knows what to do if she is concerned about a child and has effective written procedures in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 place, which she shares with parents. Both adult household members and the childminder's assistant have undergone appropriate vetting checks to ensure they are suitable to be with children. Clearly written risk assessments support the childminder well in identifying and minimising any potential risks to children inside, outdoors and on outings. The childminder organises the environment skilfully so that children are comfortable in their play and can easily access the good range of resources. This supports children's learning and helps them to develop confidence and independence. The childminder supports equality and diversity well and resources positively reflect similarities and differences. She is working with families

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the early years provision

so that children are able to see written text to support children who have knowledge of more than one language.

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the early years provision

The partnership with parents is good. Parents comment very positively about the care their children receive and progress they are making. The childminder provides parents with a wealth of information in a well-presented parent pack. This ensures that they are fully aware of the service the childminder provides and the procedures that underpin her practice. The childminder continually shares information with parents about children's progress and daily activities. She invites them to contribute what they know about their childs interests, to enable her to meet each child's needs well. The childminder is beginning to develop links with other professionals and provisions that children also attend in order to support their continued learning and development.

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the early years provision

Satisfactory systems are in place for monitoring and evaluating the provision. The childminder is beginning to use written evaluation to monitor the effectiveness of her childminding provision. She is clearly aware of the strengths and areas for development within her provision in order to improve the outcomes for children. Since registration, the childminder has developed systems to support and record children's learning progress and has extended her resources. For example, she now has prams and dolls for children to play with. The childminder attends appropriate courses to support children's welfare and to extend her knowledge of safeguarding issues. She continues to identify other courses to enhance her professional development and to support children's learning and welfare.

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and outcomes for children

Children engage in a good range of activities that support their progress towards the early learning goals. For example, they enjoy different textures when making collage pictures on cards and readily choose from the feathers, textured shapes and other craft items available. Children are confident when naming colours and are learning about space as they successfully place the feathers around the outside of their card. They have good communication skills and readily talk about what their picture represents. Children follow instructions well and participate easily in conversations. They enjoy looking at photographs of previous activities contained in their learning journey record or scrap book and recall the events with pleasure. Early writing skills are developing well and they are able to form the letter shapes in their name and know the sounds they make. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children receive good opportunities to count and learn about capacity in activities, such as baking. They use mathematical language for size in play and are fully aware of their age, demonstrating it by the number of fingers they hold up. They receive good praise and encouragement from the childminder, which gives children confidence and raises their self-esteem. Older children are independent in their self-care and follow good hygiene routines, without any prompts from the childminder. They make choices in their play and are confident in making their needs known to the childminder. Children are developing a good understanding of how their behaviour affects others and the childminder offers children clear explanations about sharing. They are well mannered and say 'please' when asking for something.

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and outcomes for children

Children have good opportunities to learn about the living and natural world. For instance, they participate in a bug hunt in the garden and turn stones over to see what they might find. The childminder extends the enjoyment and helps them to develop good pencil control by providing them with an activity sheet afterwards. Children learn about the wider world and local community when out walking, visiting local amenities and as they play harmoniously alongside children from different cultural backgrounds. They behave safely as they independently access areas of the provision used for childminding. Children are learning about keeping themselves safe through good indoor and outdoor routines. They have a good understanding of the procedure to follow should they need to evacuate the childminder's house and know what they must do to cross a road safely.

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and outcomes for children

The childminder uses effective observation and assessment systems to ensure that all the children are progressing well towards the early learning goals. She carries out ongoing observations in order to identify the next steps in each child's development across all areas of learning. The identified next steps are well targeted to promote challenge and the childminder uses them effectively to plan future activities. The childminder shares details of the children's progress and parents comment that they find the information very useful.

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and outcomes for children

Children have a good understanding of the importance of living a healthy lifestyle as the childminder offers them clear explanations. For example, older children now spontaneously cover their mouth when they cough. They experience daily outings and walk regularly to school and back in various weather conditions. The childminder's garden offers them secure, safe, stimulating play opportunities. For example, children enjoy imaginative play in the large wooden playhouse and develop their physical skills on the large play equipment. Children eat healthy, well-balanced, freshly prepared meals and snacks, which cater for their individual dietary requirements. They freely access drinks, such as, water and very diluted juice. 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 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 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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