Childminder in Leeds

Inspection report for early years provision

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Unique reference number 319804 Inspection date 11/07/2012 Inspector Thecla Grant

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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 register in 1990. She lives with her husband and one child aged three years in the Oulton area of Leeds; close to shops, parks, schools and local transport links. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools. The childminder cares for children between the hours of 7.30am to 5.30pm, Monday to Friday.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register to care for a maximum of five children under eight years. She is currently caring for one child in the early years age group. Children attend on a full- and part-time basis. She also offers care to children over five to 11 years.

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Description of the childminding

The childminder 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

Children make satisfactory progress in their learning and the childminder appropriately supports the children in her care so no child is disadvantaged. Most arrangements in place to monitor and assess the children's learning and development are suitable. Appropriate systems are in place to promote the children's welfare and most safeguarding arrangements are acceptable. The childminder effectively works in partnership with parents and partnerships with others are good. The childminder's capacity to maintain continuous improvement is sound.

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further?

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

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further?

 ensure that the premises remain sufficiently secure to further support children's safety. This is with particular reference to the security of the garden gate. (Safeguarding and promoting children's welfare) (Also applies to both parts of the Childcare Register) 19/07/2012

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further?

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

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further?

 develop children's observations to plan for their interest and highlight their achievements or need for further support  provide additional opportunities for children to develop their creativity; problem solving, reasoning and numeracy; and physical development. 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 has an appropriate knowledge of the signs and symptoms of abuse and has devised a clear policy for safeguarding children. She also ensures that all visitors to her setting sign the 'visitors book' and show their identification. Risk assessments are in place and include all areas of her home to be assessed. These are used as working documents to eliminate risks. However, the gate leading to the garden is not fully secure to prevent children leaving the premises. Therefore, the security of the premises is not fully established, in line with requirements, to provide the maximum safety to children at all times. All fire prevention equipment is in place and the emergency procedures are available. The childminder regularly practises these with the children. Therefore, children are developing a suitable understanding of what to do in an emergency.

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the early years provision

The childminder is generally motivated to seek further improvement and includes parents and children in the monitoring her provision. As a result, she has identified some areas of weakness and plans are mostly in place to address these. For example, a training session in physical development is booked, to improve children's skills in coordination, control, manipulation and movement. Plans for the future are generally in place, to further promote the children's learning. Partnership with parents are well established and include an open door policy for parents to drop in when they want. Further to this, parents are encouraged to be involved in their children's learning. This includes through sharing resources and activities to extend children's learning at home.

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the early years provision

The childminder appropriately uses her setting to develop children's learning. As a result, children have enough space to move around and access the resources available. There is a limited range of resources at the childminder's setting to promote children's acceptance of people's similarities and differences. However, children can access these when attending the childminding drop is centre. In addition, the childminder borrows these resources to continue children's learning at her setting. The childminder has built a close working relationship with the local school, which makes a strong contribution to children's achievements. The childminder is committed to improving her professional development and has attended a wealth of training courses and workshops. The impact of this is suitably implemented in the care and learning of the children.

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and outcomes for children

The childminder has a suitable knowledge of the Early Years Foundation Stage. She adequately supports the children by providing an environment that is appropriate for learning. As a result, children make steady progress in their learning and development. The childminder uses a satisfactory range of teaching methods to promote communication language and literacy with the children. For example, she uses sign language to support children's language development and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 encourages their interest in books. As a result, children constantly choose their favourite book for the childminder to read to them and show keen interest in the illustrations. During the morning activity of mark making, the childminder reinforces children's learning of their primary colours with signs. Therefore, children are able to recognise the sign for yellow, green and blue. Children explore

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and outcomes for children

mechanical toys with interest. For example, they enjoy repeatedly pressing the buttons to listen to the nursery rhymes. With the help of the childminder they learn how to operate the more complicated mechanisms of mechanical toys. As a result, children are appropriately becoming inquisitive and active learners.

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and outcomes for children

Children have some opportunities to develop an understanding of problem solving, reasoning and numeracy, and to promote their physical and creative development. For example, children explore how to fit construction pieces together and become fascinated that their finger can fit into the part of the brick to be connected. Children also have some opportunities to play in the back garden in the puddles. However, there is scope to extend further the opportunities available to children in relation to these areas of learning. In addition, the knowledge and understanding of the world is mostly promoted out of the childminder's home. For example, this is through visits to the local childminding drop-in centre, where they celebrate the more popular religious and cultural festivals such as Chinese New Year. They also learn about differences through the small world figures provided. Observation and assessments are suitably implemented and linked to the areas of learning.

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and outcomes for children

Although these are analysed, the next steps do not fully arise from what the childminder has observed. Therefore, children's interests are not always sufficiently acknowledged in the planning.

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and outcomes for children

Children know the routine of the setting and are settled. Their self-esteem is promoted through regular praise and encouragement, which results in them confidently accessing what is provided. Children develop a sense of how to stay safe within the childminder's setting because the childminder makes sure that the safety equipment in place reminds them of their boundaries. As a result, children do not access any area of the setting that is not registered. Meal times are a social occasion where children develop their skills in feeding themselves and their communication skills. The childminder also teaches children about personal hygiene. For example, this is done through using wet cloths to clean their hands before eating. Children enjoy a range of healthy nutritious foods to suitably promote their understanding of healthy eating. 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 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 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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: Not Met (with actions)

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Annex B: the Childcare Register

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

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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.

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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:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Suitability and Safety of Premises and Equipment) 19/07/2012

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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:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Suitability and Safety of Premises and Equipment) 19/07/2012

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