Childminder in LeedsOfsted inspection, 28 May 2012

Inspection report for early years provision

p.1

Unique reference number EY402276 Inspection date 28/05/2012 Inspector Melissa Patel

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2009. He lives with his wife, whom he co- childminds with, and two adult children in Chapel Allerton, a suburb of Leeds. The childminder also works with an assistant. The whole of the ground floor of the home is used for childminding, and the front garden only.

p.4

Description of the childminding

The childminding provision is registered by Ofsted on the Early Years Register, and both the compulsory, and voluntary parts of the Childcare Register. When working alone he may care for six children under eight years, of whom three may be in the early years age range. When working with another childminder he may care for 10 children, of whom six may be in the early years age range. He is currently caring for five children in the early years age range when working with another childminder.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

The Early Years Foundation Stage is suitably promoted overall, supporting children's well-being. Children have fun, and they progress appropriately overall, across the areas of learning. However, the use of observations to inform planning are not yet maximised. Partnership with parents work effectively in supporting children. The childminder understands his role suitably with regard to partnership working with other provisions where children may attend in the future, to support children's learning and welfare. Monitoring systems promote appropriate progress of the provision overall, to further extend the development of the provision.

p.4

further?

To meet the specific requirements of the EYFS, the registered person must:

p.4

further?

 ensure all records are available for inspection by Ofsted, such as all accident records, (Documentation) (also applies to the compulsory and voluntary parts of the Childcare Register). 04/06/2012

p.4

further?

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

p.4

further?

 develop a systematic and routine approach to using observation, to plan a child's next steps in their learning  develop the evaluation systems as the basis of consistent ongoing review, such as by using the Ofsted self-evaluation form  introduce further books for children, to include a wider range of fiction and non-fiction, such as with pictures and text that can be read by adults, and that children can begin to read. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

Clear safeguarding systems keep children protected appropriately, supporting their well-being. For example, the childminder understands whom to contact if concerned about a child. The record of risk assessments minimise risks to children indoors, outdoors and on outings. Documentation to support children's welfare is maintained appropriately, overall. However, not all records are available for inspection by Ofsted, such as, accident records, which is a breach of a legal requirement.

p.5

the early years provision

The arrangement of space, and resources in the home supports children's learning and development appropriately overall, and resources are maintained well. The childminder supports equality and diversity through gathering appropriate information to support each child's individual needs suitably. The childminder works closely alongside another childminder and assistant to support children's welfare and learning suitably.

p.5

the early years provision

The childminder has a sound system overall, to evaluate the progress of the childminding provision, and to maintain appropriate on-going continuous improvements for children. He uses the Early Years Foundation Stage framework to keep on track. However, the evaluation systems are not yet fully effective, to help him consolidate and improve the outcomes for children in the future. This is the childminders first inspection since being registered as a childminder, and overall he has put in place some positive improvements for children. For example, the childminder has developed effective partnerships with parents, which include gaining their views on the care their child receives, and by asking them to contribute their comments with regard to children's progress. These developments support children's learning and welfare appropriately.

p.5

the early years provision

The childminder has a good working partnership with the parents. For example, there is regular on-going dialogue shared regarding the children's individual needs, and valuable information is gathered before children start the provision, to support their welfare and learning. Policies and procedures are shared with the parents and notice boards keep parents informed well with regard to the operation of the provision. Parents contribute to the development profiles, involving them in their children's progress at the provision. The childminder has a suitable knowledge of the importance of working in partnership with other settings where children may attend in the future, to support children's individual needs, transition and learning appropriately. However, currently none of the children cared for attend other settings except on visits to the local children's centre with the childminder. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

Children enjoy their time at the provision, through the childminder supporting children appropriately in their development towards the early learning goals. For example, children investigate shapes, and explore which hole to put them in. Children can use various pieces of equipment that they have to work out how to operate them, such as a key board and a computer. They are learning about colour through using various resources. The childminder supports children's counting skills well in activities and routines, such as when they build a tower, and jump on the numbers as they practice playing hopscotch. Their communication skills are appropriately supported as they sing rhyme and through the consistent use of language. Children's emotional well-being is supported well as the childminder praises children for achieving tasks, such as, washing hands and naming the colour orange. There are a reasonable quantity of books, in the provision. However, the

p.6

and outcomes for children

range in fiction and non-fiction is not maximised, to ensure children receive a broad range of books with pictures and text that can be read by adults, and that children can begin to read.

p.6

and outcomes for children

Observation systems are developing appropriately overall, with clear photographic evidence to show what children do across the areas of learning. A track of children's progress is recorded. However, the use of observations are not yet fully effective, to demonstrate a systematic and routine approach to using assessment, to plan a child's next steps in their learning. Children are starting to learn about diverse communities and the wider world appropriately. For example, through trips into the local community, and through using resources, such as, varied cultural musical instruments, and dressing up costumes and materials. Children are learning about how to keep themselves safe effectively, through routines, such as, crossing roads on outings and practising the fire evacuation procedure. Children behave well, supported through regular praise from the childminder, which results in children smiling, responding appropriately to requests, such as to sit down for

p.6

and outcomes for children

Children stay healthy as they are cared for in an environment which is hygienically maintained. Hygiene routines are carried through effectively, such as, hand washing routines, and children show good knowledge of these routines. Children make healthy food choices, such as from three fruit options offered at snack time. Children eat a varied diet incorporating vegetables, and meals are varied over a two week menu, and include foods, such as, chicken curry. They freely access water. Children's understanding of living a healthy lifestyle are effectively supported, as they are active in the fresh air by going on regular outings, such as on walks to various parks. They explore the garden where they investigate the environment, and start to learn about bugs, such as, worms and caterpillars. They enjoy themselves outdoors, and develop their large physical skills as they use sit and ride-on toys, and fix and assemble a train track.

p.6

and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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 3 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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

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 2 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Not Met (with actions)

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

p.8

Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

p.8

Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

p.8

Annex B: the Childcare Register

 take action as specified above in the early years section of the report (Records to be kept). 04/06/2012

p.8

Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

p.8

Annex B: the Childcare Register

 take action as specified above in the early years section of the report (Records to be kept). 04/06/2012

p.8