Childminder in Leeds

Inspection report for early years provision

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Unique reference number EY423307 Inspection date 29/05/2012 Inspector June Rice

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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 children aged three and seven years old in Tingley, near Leeds. The whole of the ground floor is used for childminding. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has a dog.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom, no more than two may be in the early years age range and of whom, no more than one may be under one year old. There are currently three children attending who are within the Early Years Foundation Stage, all of whom attend on a part-time basis. The childminder also offers care to children aged over five to 11 years old. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. 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 satisfactory.

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The overall effectiveness of the early years provision

The childminder has developed sound systems for the observation, planning and assessment of children's progress to ensure their continued progress towards the early learning goals. All required documentation is in place. Space is used effectively and supports children's growing independence and choice in an environment where they feel safe and are treated with respect. Activities cover most areas of learning. The childminder has developed good relationships with parents but partnerships with other early years providers have yet to be established. The childminder does not evaluate the impact of her provision on children's care, learning and development.

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further?

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

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further?

 introduce a system to monitor and evaluate the provision to identify areas for improvement and provide opportunities for children and parents to be involved  develop further the use of activities and play opportunities that challenge children's thinking and help them to embrace differences in gender, ethnicity, language, religion, culture and special educational needs and disabilities  develop systems to ensure that each provider involved with children's care and learning regularly share their development and learning records and any other relevant information appropriately  develop further the opportunities for children to be involved in additional activities to support their understanding of healthy eating. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder works in partnership with parents and others to safeguard children and she demonstrates a clear understanding of child protection and the procedures to follow. Appropriate suitability checks and all required documentation are in place. For example, clear policies and procedures inform parents of how the childminder works and includes procedures to be followed in the event of lost, uncollected children and safeguarding. Risk assessments are in place, signed and dated and include risk assessments for individual outings. In discussion, the childminder identified that her key strength is in how she supports children's learning and development. However, the childminder has no process for evaluating the impact of her provision on the care, learning and development of early years children. This prevents the childminder from fully identifying her strengths and areas that would benefit from further development, which at present limits her

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the early years provision

capacity for continued improvement of her provision. The childminder has a level 3 qualification in childcare, a certificate in early years practice and a valid first aid certificate. However, plans for further personal development are in their infancy.

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the early years provision

The childminder demonstrates that she knows the children very well. She supports their learning through a good range of activities and play opportunities. Systems for planning, observation and assessment are being developed appropriately. For example, children's progress is recorded with the use of photographs and written observations that are clearly linked to the six areas of learning. Next steps are also clearly identified and this ensures that she plans for children's individual learning needs very effectively. However, these are not shared with other providers. Inclusive practice is promoted satisfactorily by the childminder. For example, children have equal access to a satisfactory range of resources that are not gender-based and include books and jigsaw puzzles that reflect positive images and introduce children to the diversity of the world around them. Resources are well displayed around the play area and within easy reach of children to encourage

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the early years provision

their free exploration and choice. However, activities that challenge children's thinking and help them to embrace differences are limited.

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and outcomes for children

Good health and well-being is promoted satisfactorily. For example, children are encouraged to make healthy choices about what they eat and talk about what fruit they would like. However, there are no additional activities to support their understanding of healthy eating. Children are observed to wash their hands after using the toilet and before meals. Children who are infectious are excluded to protect others and well-established systems are in place to record medication, accidents and existing injuries. Children are encouraged to be active through a range of activities that promote physical exercise. For example, they use a swing, slide, bikes, skipping ropes, join in ball games and play hopscotch. Children behave in ways that are safe for themselves and others. They are learning to develop an understanding of dangers and how to stay safe through their daily routine and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

activities. For example, they practise an emergency evacuation to ensure that they know how to get out quickly and explain clearly what they do when they cross the road saying 'we look both ways and must hold an adults hand' and 'we use the lollipop lady'. Inclusive practice is very well promoted by the childminder, who treats children as individuals. Children are very well behaved. They have developed a strong relationship with the childminder. Also they are given the confidence to make decisions about what they want to do.

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and outcomes for children

The childminder's well-timed intervention supports children very well. She shows lots of interest in what they are doing; she gently guides them and uses good questioning techniques that help them to think. Children are active, inquisitive and independent learners. Children show their creative side as they join each other in role play, they select a number of animals from the farm and walk them around while they make animal sounds. They are kind to each other and swap over while talking about their favourite animals. Children are very confident, they show that they feel safe as they talk freely to about what they like doing the most. Children talk about how they are going to make bracelets and eagerly show off the beads and thread they will be using. They explain carefully that they use the elastic to 'thread the beads'. They choose between silver and gold thread and take time to decide which beads they are using. The childminder encourages children to name

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and outcomes for children

the colours and different shapes as they look through the beads to find the ones that will fit onto the elastic. When asked why some beads do not fit, children explain 'because they are so tiny'. They smile brightly and say 'these are so pretty' and show excitement as they count the beads confidently up to 14. This extends their skills in problem solving, reasoning and numeracy, as well as developing their recognition of colours and shapes and their communication skills.

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and outcomes for children

During lunch, children talk about a Jubilee party they are having at school. They talk about the red, white and blue flags and inform everyone listening that the Queen is visiting their school. This shows a growing understanding of what is happening in the world around them. Children begin a conversation about how apple trees are grown. They decide to plant the apple pips from their apples to take home and to grow. They explain that they need 'little pots, not big ones' and filter the pips, which they feel are two small to grow. The childminder asks them 'what do we need to do to make them grow' and children reply 'we have to water them' and 'they need the sun'. Children enjoy collecting leaves in Autumn while looking at the different seasons and use them to make pictures. They mix ingredients to make scones and flapjacks using appropriate equipment to mix and roll the mixture. Children learn about recycling by helping to decide, which bins are

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and outcomes for children

used for what and by using empty cartons and boxes for storage and junk modelling. Children benefit from learning how to use technology. They play computerised educational games, use remotes, cash registers and a kitchen with role play equipment that they use to copy what adults do. For example, shopping and cooking. Children's skills in letter recognition, writing and reading are encouraged through the use of flash cards and stories. 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 3

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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 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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