Childminder in Leeds

Inspection report for early years provision

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Unique reference number EY439460 Inspection date 01/06/2012 Inspector Helen Blackburn

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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 child aged four years in the Beeston area of Leeds. There are shops, parks, schools and public transport links in the local area. The whole of the ground floor and the first floor bathroom and small front bedroom are used for childminding. There is a fully enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of five 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 caring for one child in this age group. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register.

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Description of the childminding

The childminder is able to take and collect children from local schools, nurseries and pre-schools. She 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

Relationships with parents and children are good and the childminder understands the importance of working in partnership with others. She provides a safe and clean learning environment. Overall, most documentation, policies and procedures are in place to promote the safe management of the setting. Children behave appropriately for their ages, they have good opportunities to be independent and they are beginning to learn about the world in which they live. They access a good range of activities and observation, planning and assessment arrangements support children's progression. The childminder strives towards bringing about improvement and, overall, she makes good use of self-evaluation to help her make positive changes.

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further?

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

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further?

 improve the record of risk assessment so that it clearly states when it was carried out, by whom, date of review and any action taken (Documentation). 20/06/2012

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further?

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

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further?

 improve how observations are matched to the expectations of the early learning goals to help identify and plan challenging activities to support children's progression  improve self-evaluation and internal review processes to ensure clear and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 focused targets for improvement are set.

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the early years provision

The childminder effectively promotes and safeguards children's welfare. For example, she fully understands her role and responsibility to protect children from harm. Her knowledge of potential signs of abuse and neglect is good and she knows which agencies to involve regarding reporting concerns. The childminder ensures all adults living on the premises complete appropriate checks and she supervises any visitors to the home. This contributes to protecting children from harm. Overall, the childminder maintains a good range of documentation, policies and procedures. For example, through her written policies she clearly outlines how she manages children's behaviour, handles concerns and promotes equality. This supports the safe management of the setting. The childminder provides a safe and clean learning environment for children to play. She carries out regular risk assessments, adopts effective cleaning routines and puts in place good precautions

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the early years provision

to minimise accidents. However, although the childminder risk assesses her home and maintains a record of these checks, she does not include in her record a date of review. This is a breach of a specific legal requirement. The childminder organises her resources at child height so that children can make safe and independent choices in their play. Furthermore, she makes good use of resources within the local community to extend children's experiences. For example, they enjoy going to the park, visiting the library and going for walks to buy items from the local shops.

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the early years provision

The childminder's drive and ambition to promote improvement is good. Overall, she makes good use of self-evaluation, reflective practice and training as a way to monitor her setting. This means the childminder is aware of her strengths and results in her being full of ideas of what she would like to achieve. However, there are some gaps in her approach to self-evaluation to help her bring some focus to these ideas so that she can set clear, targeted goals for improvement. The childminder promotes an inclusive approach to her self-evaluation. For example, through questionnaires, she seeks feedback from children and parents. In addition, she talks to other professionals to gain new ideas.

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the early years provision

The childminder has good relationships with the parents and through sharing relevant information, she effectively meets children's individual needs. Through discussions, notice boards, written policies and procedures, parents receive good quality information. The childminder encourages parents to view their child's progress records and she provides regular updates and summaries of their child's progress. This promotes continuity in children's learning. When the situation arises, the childminder understands the importance of working with other settings, professionals or external agencies involved in children's care and learning. This means she understands the necessity to work with others to promote continuity in children's learning and to ensure they receive any additional support they may need. 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 good relationships with the children. She knows them well and meets their individual needs. This is because she has regular discussions with parents and gathers relevant information when children first start. These positive relationships, alongside consistent routines, contribute to children feeling safe in the childminder's care. In addition, they are developing a good understanding of how they can keep themselves safe. For example, when on outings they learn about road safety and they understand how to use equipment safely, such as scissors. Through routines, such as hand washing, the children are learning about the importance of good personal hygiene. The childminder promotes children's healthy growth and development through her nutritious snacks and meals. For example, they are able to make healthy choices as they make their own sandwiches from a selection nutritious fillings. Children have good opportunities to

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and outcomes for children

take part in a varied range of physical activities. For example, they go on walks, visit local parks and enjoy playing in the garden. This promotes their physical development and encourages them to lead a healthy lifestyle.

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and outcomes for children

The children behave well for their ages and the childminder calmly reinforces what she expects of them. For example, she gently reminds children about the importance of being kind, sharing and taking turns. This contributes to helping them develop positive relationships with others. Through praise, celebrating achievements and displaying children's work around the home, they have a positive self-image, good self-esteem and a sense of belonging. Children are beginning to embrace diversity and difference, for example, they look at books and celebrate some festivals. Furthermore, the childminder continues to explore different ways in which she can help children to learn about differences in culture, ethnicity, gender, region and disability.

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and outcomes for children

Overall, the childminder has a good understanding of the observation, assessment and planning arrangements. For example, through her regular observations she is aware of children's abilities, likes and interests. Through her planning she ensures children access a good range of experiences across all areas of learning, which supports them in making good progress in most areas. However, how she matches her observations to the expectations of the early learning goals is new and not yet robust in clearly identifying children's learning priorities so that appropriate challenging activities can be planned. The childminder provides a welcoming, stimulating and fun learning environment. This means children are happy and results in them being enthusiastic and motivated learners. For example, children express their creativity and imagination as they design their flags. In addition, they use colour and shape to accurately describe their clay models and they count

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and outcomes for children

successfully in everyday situations. Through a good range of activities, such as making marks on the wipe board, drawing and painting, children have good opportunities to develop their early literacy skills. They are inquisitive learners and enjoy being outdoors, exploring their environment and learning about different seasons and nature. For example, children enjoy planting and growing activities. 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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