Leeds Teaching and Learning Centre

Inspection report for early years provision

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Unique reference number 131150 Inspection date 21/02/2012 Inspector Tom Radcliffe

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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 1992. She lives with her husband and two children in the village of Charndon, near Bicester. Childminding takes place on the ground floor and there is a garden available for outside play. The family has a pet dog and rabbit.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children under eight years at any one time; and of these, no more than three may be in the early years age group. She is currently minding 16 children who are under eight years of age, of these; six are in the early years age group. The childminder also provides care for three children over eight years of age before and after school. She drives children to the local pre-school and attends a toddler group on a regular basis.

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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 competent childminder is able to meet children's learning and care needs well as she knows each child as an individual and is mostly very well organised. Children enjoy the freedom that they have to make choices, be independent and direct their own play. Good partnerships with parents and other providers support the progress that most children make and they are protected from harm at all times. The childminder uses self-evaluation effectively which gives her a good capacity to maintain continuous improvement. Overall, the childminder uses resources and her knowledge of children's progress to support their all round development.

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further?

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

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further?

 improve confidentiality of documentation by making sure accident records are only available to a person who has the right or professional need to see them.

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the early years provision

The childminder makes concise and informative policies and procedures available to parents. This helps the child-friendly setting to be safely and efficiently managed. The childminder has a good understanding of effective practices and is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 able to consistently implement them. This ensures that children are very well safeguarded as the childminder fully understands what to do if she has concerns about their welfare. The childminder expects children to explore and make decisions about what they do. This takes place in a safe environment where a thorough use of risk assessments minimises the hazards that children may face. Children play both indoors and outdoors, and go on regular outings. This boosts their confidence and learning. Children's good health and well-being is promoted at all times by the childminder. She implements hygienic routines and is able to deal

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the early years provision

with minor injuries well. However, accident records are not kept confidential, with more than one entry on each page being available for other parents to read when their own children have accidents. The childminder is very reflective about her work with children. She fully understands the value of robust self-evaluation which she uses constructively. She observes children carefully and actively seeks feedback from parents. She uses information gained to modify what she does to make improvements and enhance outcomes for children. The childminder is also able to set targets for ongoing improvements and is committed to building on what she has in place already. There has been good progress made since the last inspection. The childminder also attends regular training to update her skills and competencies. The partnerships that the childminder has built are good. Parents feel that they can contribute to their children's development and they value the work of the childminder. The

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the early years provision

childminder also uses wider partnerships with other settings. This promotes children's ongoing learning and prepares them for the transition to the next stage of their education. Children are stimulated to play in spacious and well organised accommodation. The childminder has an ample range of age-appropriate resources that promote children's all round development. The childminder supports child-led play and bases most activities on what children want to do. She offers guidance and support to children as they play. She also judges when to intervene to give children the time to explore and discover things for themselves. This enables even the youngest children to build important skills, such as perseverance. The setting is inclusive as the childminder respects the individuality of each child. She believes that every child can build on what they can already do and works tirelessly for them to do this. Children also take part in activities and use resources that enable

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the early years provision

them appreciate their diverse world in an age-appropriate way.

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and outcomes for children

Children make good progress as they have a good range of learning opportunities which are mainly child-led. The childminder has an accurate understanding of children's starting points, interests and how they learn best. She observes children to gain an understanding of the progress that they make. Assessment information is collated in order to understand the actual progress that children are making towards early learning goals. It is also shared with parents in various forms and used to inform each child's ongoing learning journey. This helps to ensure that children face interesting and challenging activities, which supports their development well. It also enables the childminder to be assured that children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 progress is consistent in all areas of learning and development. The childminder has a good understanding of the Early Years Foundation Stage. She also fully

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and outcomes for children

understands that young children learn best through play and first-hand experiences. Children respond very well to the freedom that they have to make choices. They create imaginary scenes with small world resources and role-play equipment. Children take babies on long walks and show that they know how to care for them as they feed them and keep them warm. They also enjoy experimenting with shape sorters, cars and threading games. Children enjoy making music and this often leads to them making up dances or stories to go with their sounds. They also show a great interest in books and will listen to stories for long periods of time. The childminder uses these opportunities to ask questions and encourage the children to think about the stories. The children's spoken language is developing well as they extend their vocabularies with new words. When using modelling clay children think about different textures, colour and shape. Their understanding of

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and outcomes for children

number and value is developed through practical experiences. Children also enjoy painting and singing with the childminder. The childminder promotes children's welfare consistently well. Children have the opportunity to learn about their own safety and that of others that they spend time with. They are well safeguarded and are able to behave cooperatively. All children are able to share, take turns and include each other. The childminder makes it clear to children what she expects from them. This approach ensures that children develop the ability to manage their own behaviour. In addition children realise that they have a role to play in achieving a harmonious and purposeful learning environment. As children of all ages mix together they also learn that all children in some way are different to each other. The childminder uses this as a learning experience for children as they gain an insight into their world. Most children are

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and outcomes for children

able to concentrate and use knowledge that they already have in order to learn new things. Outcomes for children are promoted consistently well by the childminder. Children are very happy to use their imaginations, make choices and take part in conversations. They freely use all available spaces and are mostly very enthusiastic about what they do. Children benefit from a sense of security while in the setting and have a close and trusting bond with the childminder. This promotes communication and children's self-esteem. Children have a good understanding about their own health and things that may affect it. They take some responsibility for their own hygiene, enjoy being physically active and understand about healthy eating. Children are able to respond well to the expectations that the childminder has of them as young learners. Children acquire age-appropriate skills and abilities as they play. Their progress ensures that most children are well prepared for their

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and outcomes for children

future learning needs. 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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