Childminder in Leeds

Inspection report for early years provision

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Unique reference number EY435984 Inspection date 01/05/2012 Inspector Catherine Curl

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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 husband and two children aged 13 years and 13 months in a bungalow in Leeds. The whole of the childminder's home, except for the two bedrooms is used for childminding. There is an enclosed rear garden for outside play.

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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. She is registered to care for a maximum of five children under eight years of age, of these, not more than two may be in the early years age group, and of these, one may be under one year at any one time. There are currently three children on roll attending for a variety of sessions, all are in the early years age range. The family keep two guinea pigs and two rabbits as pets. The childminder is a member of National Childminding Association. She has Qualified Teacher Status.

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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 provides a responsive, safe and happy environment for children where they are valued and respected. A positive attitude to working in partnership with parents and carers means children and families are central to her practice. A detailed knowledge of children's welfare and development means children are provided with generally good levels of challenge. There are detailed systems for monitoring children's achievements. Children are making good progress in their learning. The childminder evaluates her practice and correctly identifies her strengths and areas for improvement, as a result, she maintains a high capacity to continually improve her provision.

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further?

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

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further?

 provide continuous access to flexible resources that can be used in many different ways to facilitate children's play and exploration  develop further opportunities for children's independence and control over their learning to keep their interest and to develop their creativity.

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the early years provision

Comprehensive knowledge of local safeguarding policies along with effective procedures to manage any concerns ensures children are protected in the setting. All adults in the home have undergone vetting procedures, which ensures their suitability to be in the presence of children. The premises are well maintained and secure. The childminder carries out comprehensive risk assessments of the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 environment, outings and the activities that she provides for children. She undertakes a daily check ensuring the safety of children on the premises, both indoor and outdoor.

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the early years provision

The childminder has a good understanding of children's development and uses this to support children in their learning. Good partnerships with parents provide children with care which appropriately meets their individual needs. The childminder is skilled and has a very good understanding of the way in which children learn and develop as she has completed a post graduate certificate in education. As a result, teaching is rooted in a good knowledge of the Early Years Foundation Stage. The environment is well organised and generally a wide range of resources are accessible to all children, which effectively support their play and exploration. However, flexible resources that can be used in many different ways are not freely accessible to children, such as material to dress up or make a den. This means that children's natural spontaneous play may be less well supported.

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the early years provision

The childminder has good partnerships with the local authority and uses these effectively to enhance all aspects of her provision, improving outcomes for all children. The childminder self-evaluates and has plans for the future to further improve children's welfare and learning opportunities. The childminder readily adapts her practice to accommodate the wishes and feelings of children and families. For example, she takes account of parents' wishes for children to have daily trips and outings to local places. This enhances children's sense of belonging within the community. She is skilled at detecting when children may need more help, which promotes equal opportunities for all.

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and outcomes for children

Children are secure and confident in the childminder's home because she develops close relationships with them. They show they have a responsive trusting relationship by cuddling into her when sitting on the floor. Children develop a good understanding of dangers and how to stay safe. This is because the childminder talks to children about keeping safe and practises road safety. For example, when crossing roads they stop, look and listen. Children learn to use equipment safely and with control because the childminder teaches them how to use a cutter and tells them to use 'two hands' to control the rolling pin.

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and outcomes for children

By engaging in everyday activities, for example, hand washing and bathroom routines, children are learning to understand and adopt healthy habits in relation to personal hygiene. However, younger children are not able to reach the sink, which means they are not able to operate independently but rely on the childminder to lift them up. Children can access their drinks and this means they are hydrated, which aids concentration. Children develop a good understanding of their physical needs because the childminder explains and encourages them to drink plenty after being in the warm kitchen during a baking activity. There are opportunities for daily physical exercise and fresh air. Children can access the back garden or the childminder takes children to the local park and they are learning the benefits of an active lifestyle well. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder has introduced comprehensive systems to observe and assess children's progress. She imaginatively and creatively supports children's learning and development. Children are encouraged to participate in activities, but are given choices. Their decisions are respected, this means their learning is based on their interests and they are active learners. Consequently, children make good progress towards the early learning goals in all six areas of learning.

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and outcomes for children

Children have a close and genuine bond with the childminder. Their emotional needs are well supported they are relaxed, confident and totally secure in this environment which promotes their learning. Behaviour in the setting is very good because the childminder sets appropriate boundaries and communicates effectively, ensuring fair play. Children develop good relationships. Children's communication and language development is enhanced. There are a broad range of books and when the childminder reads stories children develop early reading skills. She enhances these experiences by involving children. She asks questions, which promotes children's language for thinking. For example, when reading 'The Hungry Caterpillar' book she uses a caterpillar toy and plastic fruit props, which keeps younger children's attention. She points to a picture of an apple, which she asks them to name. When children do not respond the childminder waits then

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and outcomes for children

provides prompts as she says the initial sound 'ah, ah, ah'. This helps children to link sounds and letters. When baking the childminder reads from a recipe book and this helps children understand that print has meaning, which is another early reading skill. She talks to children about putting oven on to 160 degrees. When they weigh ingredients she counts from one up to eight and says 'and one more than eight is nine'. She shows children that the scales go back to zero when the flour tipped out. This creatively helps children to develop a good understanding of mathematical skills in counting and calculating quantities. A broad range of information and communication technology, such as, toy computers, compact disc players and cause and effect toys, effectively develops children's skills for the future.

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and outcomes for children

Children are encouraged to take responsibility. For example, they help to wipe the table after baking. Television programmes are limited according to parental preference and the childminder selects programmes that provide positive images for children. For example, they learn about aspects of the world from a programme which includes Makaton sign language. The childminder responds effectively to any questions that children ask. Children are gaining positive attitudes to different cultures because the childminder teaches them about celebrations within different cultures, such as Chinese New Year and Diwali. 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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