Childminder in Leeds

Inspection report for early years provision

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Unique reference number EY357211 Inspection date 12/12/2011 Inspector Nicola Dickinson

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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 has been registered since 2007. The setting is in a residential area in Tingley, close to local schools, parks, shops and play centres. Children have access to an enclosed outdoor area.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. A maximum of five children may attend the setting at any one time. There are currently two children aged from 12 months to under five years on roll, and four children in after school places. The childminder is able to support children with special education needs, disabilities and children with English as an additional language.

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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 cared for in an appropriately safe and supportive environment. They make satisfactory progress in their learning through a variety of activities, although the absence of planning means children's individual interests are not identified. Policies and procedures are appropriate and implemented, although routines for children's personal hygiene are not in place. The childminder is committed to personal development however; there is no clear process for evaluation or planning for improvement.

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further?

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

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further?

 develop planning to identify children's individual needs and interests  develop hygiene routines to ensure children understand the importance of personal hygiene, for example, hand washing before meals  develop systems to monitor and evaluate practice ensuring there is a clear vision for improvement  promote young children's understanding of disability and culture through effective use of resources.

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the early years provision

Children are safeguarded and protected in the setting because the childminder has appropriate knowledge and understanding of safeguarding policies and procedures and understands how to record any concerns. The childminder has good risk assessments in place, implementing them well and reviewing them regularly. For example, the use of a safety gate ensures children do not have access to the stairs. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder is knowledgeable about the Early Year's Foundation Stage and uses this well to observe and assess children's learning. Starting points are identified in children's individual learning journals. Observations and assessments are supported by photographic evidence. Children's next steps are identified and followed through in later activities. However, there are no systems in place for short or long term planning, which means that children's individual interests are

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the early years provision

not clearly identified and individual preferences for learning are not supported.

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the early years provision

The environment offers opportunities for children to explore with a range of developmentally appropriate resources, although most of the resources are kept in boxes and are not visible. Older children can access them because they know where they are but access for younger children is limited. This means that play is primarily adult led or led by older children and limits younger children's choices in their learning. The outside area offers a safe area for children to explore with a variety of resources which develop children's physical skills. The childminder accesses local parks, soft play centres and playgroups to extend children's opportunities for physical development and experience a wider social group.

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the early years provision

The childminder has a good commitment to personal development, undertaking additional training and furthering her childcare qualifications. The childminder is aware that there are areas for improvement, although there are no clear systems in place for monitoring or evaluating practice. Some feedback from parents is evidenced in daily diaries and, through recent questionnaires, parents highlight the caring and reassuring environment.

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the early years provision

The childminder has good partnerships with parents and carers. She obtains useful information verbally about each child, such as information about their daily routines and any issues which may impact on their care. This means that parent's wishes and children's individual welfare needs are met. The childminder shares important information about children's progress through the learning records which are accessible for parents, although there is not any recorded parental involvement in children's learning. The childminder has good partnerships with the local nursery school and has procedures in place to support transition.

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the early years provision

The childminder has a reasonable knowledge about where to access support for children and families with additional needs or disabilities. An equal opportunities policy is in place and through effective praise, children are made to feel valued as individuals. There are very few resources in the setting which promote disability and culture and although culture is celebrated with older children, this is not evident for the youngest children.

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and outcomes for children

The children in the childminder's care are happy and sociable. The childminder provides a relaxed atmosphere and children enjoy their time with her. They are feel confident to investigate and explore at their leisure. The childminder gives lots This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of cuddles and physical contact and the children climb on to her knee when they want to. The childminder continually reassures the children, for example, explaining to them what she is doing during nappy changing time and chatting to them about their families. Children are encouraged to use and transport resources safely. This means that children are happy and secure whilst developing an understanding of their own safety and safety measures.

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and outcomes for children

Drinking water is readily available to children. The childminder provides a variety of healthy snacks and the menu identifies a choice of healthy meals. A health and hygiene policy is in place and the childminder has procedures in place for controlling the spread of illness. However, routines for promoting children's personal hygiene, such as hand washing before meals and after nappy changing, are not implemented. The childminder uses community resources to promote children's physical development, such as parks and play centres, and children have access to the outdoor area. She chats to the children about why they need their nappy changing and their need for sleep, encouraging them to develop understanding of their own personal care.

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and outcomes for children

Children are encouraged to make positive relationships within the setting and in the groups the children attend within the community. Children are aware of the childminder's expectations of their behaviour and she speaks to the children in a positive and caring manner. The childminder uses praise appropriately and effectively. This means that children are developing good social and emotional skills and developing an understanding of themselves as individuals. Children enjoy helping each other for example, making sure each other's drinks are available, and are keen to help with tidying up before lunch.

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and outcomes for children

Through use of resources such as books, puzzles and interactive toys, the childminder promotes communication and language skills by questioning the children and giving them prompts to further their thinking. Use of books and interactive resources develop children's knowledge of information technology, literacy and numeracy. The childminder promotes the development of problem solving skills for example, helping children to fit the tops on the toy eggs.

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and outcomes for children

Understanding of the wider world is developed through activities in the outdoor environment and the utilisation of resources in the community. The childminder uses the walk to school to develop children's learning about their community, the weather and how to stay safe, for example, crossing the road.

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and outcomes for children

There are some displays of the children's work on the walls in the dining area, promoting children's understanding that they are valued as individuals. The childminder is a good role model, supporting the children in making a positive contribution and developing skills for the future. They are encouraged to share and take turns and to use their manners appropriately. 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 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 3 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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