Childminder in Leeds

Inspection date

Previous inspection date 09/10/2012 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children learn to be strong and resilient because the childminder is friendly, supportive and enthusiastic in her approach.  The childminder promotes children's health and welfare well with robust policies and practice.  The childminder demonstrates a strong commitment to achieving excellence by, for example, attending appropriate training courses.

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It is not yet good because

 Ongoing assessment is not fully developed which means the childminder does not have enough information about children's current level of achievement and learning styles to provide activities and experiences to promote all areas of learning well and to communicate well with parents.  Some resources are not easily accessible to children and this means children cannot independently access sufficient resources to promote all areas of learning and development.  Systems of self-evaluation are not well enough established to allow the childminder to maintain ongoing improvement in her provision.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed the childminder playing with the children.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journeys, documentation and a selection of policies and children's records.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and on the compulsory part of the Childcare Register. She lives with her husband and two children aged five years and three years in Calverley area of Leeds. The whole of the ground floor and first floor master bedroom and bathroom of the property 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, nursery and pre-schools. The family has one cat and fish as pets.

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Information about the setting

The childminder currently has seven children on roll, two are in the early years age group and four attend out of school sessions. The childminder is a member of the National Childminding Association.

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must:

 improve ongoing assessment to understand each child's level of achievement and learning styles in all areas of learning and use this to shape learning experiences for each child reflecting those observations.

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To further improve the quality of the early years provision the provider should:

 ensure that children can independently access sufficient resources to cover all areas of learning, for their self-chosen activities

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To further improve the quality of the early years provision the provider should:

 develop ways of communicating with parents and/or carers to ensure that all parents are kept up-to-date with their child's progress and development

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To further improve the quality of the early years provision the provider should:

 extend self-evaluation systems to maintain ongoing improvement in outcomes for children.

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who attend

The childminder is enthusiastic and friendly. This encourages children to find out about their environment, for example, whilst sticking pictures of insects and birds the childminder said 'Look a lovely butterfly there! can you see what that bird is doing?' Displays are attractive and well used to stimulate the interest of the children attending. For example, there is a display of children's work and a poster about vegetables that initiate a discussion about carrots helping you see in the dark. This gives children opportunities to develop interest in and find out about their environment.

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who attend

The childminder produces a six month long-term plan detailing topics and activities for each month. For example, the topic for October is 'Autumn Leaves' around which she planned activities and outings, including a family tree on which children glued leaves and family photos and a visit to a craft event at a local museum. The children are interested in fairies, so she also planned a trip to a fairy related event at Kirkstall Abbey. This means the children are offered a range of activities to help them progress appropriately in all areas of learning and allows the childminder to share her ideas with parents. She also produces a written weekly plan for each child that details an activity for each morning and afternoon, the areas of learning that the activities promote and evaluation notes about what went well. Although this ensures that she provides a balanced range of activities that she is confident will interest the children, it does not sufficiently take into account each

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who attend

child's level of achievement and learning styles in all areas of learning. The children are obviously are having fun and learning. Children sing and dance with scarves whilst dressing up. They display a high level of concentration whilst engaged in a gluing activity and proudly hold up their work to the childminder for approval, however, this activity is adult-controlled and these resources are not freely available for children to access for self- chosen activities.

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who attend

The childminder makes plans available to parents. This allows them to extend the learning at home. Parents also have the opportunity to contribute to observations in their children's records. The planning is currently based on informal observations and is not sufficiently robust to ensure all areas of learning are covered.

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who attend

The childminder listens carefully to the children and models new words and sentences, which means they gain confidence in trying new words for themselves and have a good vocabulary. They have a good supply of books accessible to the children and the childminder frequently reads to them. This enables children to develop their communication and language skills and begin to develop skills in literacy. Children's physical development is promoted effectively by their visits to the local parks and play in the childminder's garden where they can run, jump and climb which they all very much enjoy doing. The childminder encourages the children to begin to develop an interest in mathematics by providing a suitable range of activities and resources that introduce numbers and counting. For example, the children enjoy singing number songs and rhymes.

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The contribution of the early years provision to the well-being of children

The childminder's relationship with children is good. She builds up strong attachments with them because she carefully plans to settle them into her care so that she gains their trust. For example, she plans one-to-one care and limits trips off the premises or visits out until the children have developed secure relationships with her. This means children are well-settled, very happy, outgoing and feel safe in her care. Children turn to her for reassurance when a stranger arrives, but almost immediately become confident and outgoing.

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The contribution of the early years provision to the well-being of children

The children are encouraged to develop their confidence and self-esteem by lots of encouragement, praise and sensitive support. For example, the childminder encourages a young child to become independent and put on role play clothing with only a little support from her. She also encourages them to develop independence in eating and drinking by, for example, placing a little drink in an open cup and by placing colour coded picture notices on pegs and in the bathroom. This gives children a sense of ownership and self- esteem as well as independence. The childminder sensitively reminds the children to think of each other's feelings and, as a result, the two-year-old children play happily and cooperatively with each other.

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The contribution of the early years provision to the well-being of children

The childminder is supporting children's progression appropriately because she provides a generally stimulating learning environment, both in the house and garden, and in the local community. Rooms used by the children are welcoming and organised which also promotes children's sense of well-being. Children are confident and have positive self- esteem because the childminder praises and encourages them. The childminder supports children to learn about what is acceptable behaviour and how they need to be kind and respectful towards others. The children play well together and have positive, cooperative and harmonious relationships with others.

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The contribution of the early years provision to the well-being of children

Resources are labelled and mostly easily accessible to children but the range of resources available for children to access themselves are limited. For example, children cannot independently access mark-making materials and although the childminder frequently provides such resources, this will reduce children's independence and choice.

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The contribution of the early years provision to the well-being of children

The childminder promotes children's health well. She provides a written weekly menu informing parents of the nutritious diet she provides for the parents. Children are encouraged to be independent and are learning about good health practices through everyday routines, such as hand-washing.

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The contribution of the early years provision to the well-being of children

The childminder helps children to learn about their own safety and risks, for example, she reminds the children about the danger of climbing on the safety gate. She involves children in regular fire evacuation practises and has robust policies and practice when in the community. The childminder takes children on outings, such as to the park, playgroup, library and Kirkstall Abbey. These opportunities provide experiences for children outside the home, which enhances children's curiosity about the world in which they live.

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provision

The childminder provides a happy, welcoming and clean environment, in which children's welfare is successfully promoted. She has appropriate policies and practice that ensure children are safe, including robust risk assessments and daily checks for around a hundred potential dangers. The childminder has attended training approved by the local authority on safeguarding children and has a secure and extensive knowledge of children protection issues, including recognising signs of abuse, neglect and the procedures for reporting concerns which means children are safe in her care.

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provision

The childminder has a wide range of written policies which are available to parents. These cover subjects, such as how she deals with illness, medication and accidents, the use of mobile phones, parental involvement, complaints, food and drink among others. These are implemented well to protect children from harm and keep parents fully informed on how she cares for their children.

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provision

Children's learning is generally promoted well through adult-led and child-initiated activities. Activities are suitably matched to children's individual stages of development through knowledge of the children and reference to 'Development Matters'. As a result, children are making progress in personal and emotional development, communication and language and physical development. The childminder is beginning to implement monitoring system to more formally identify and monitor the progress children make over time across all areas of learning and development.

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provision

The childminder demonstrates a strong commitment to improving her childminding service and is beginning to put in place self-assessment procedures. However, she has not fully established an effective system to monitor and evaluate all areas of her provision in order to continually improve the outcomes for children. The childminder is proactive in seeking support from local authority development workers and has booked further training to extend her knowledge. For example, she is shortly to attend training on writing 'The Early Years progress check at age two'. The childminder has good relationships with parents, who are confident about her abilities to care for their children appropriately. She discusses the children's care and some aspects of their progress in areas of learning and development with their parents, but as yet does not do this consistently. The childminder works well with other settings that the children attend. She shares information, which

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provision

ensures children's progress is not compromised. For example, she liaised with another setting and parents about the 'Early Years Foundation Stage progress check at age two'.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY443806 Local authority Leeds Inspection number 790931 Type of provision Childminder Registration category Childminder Age range of children 0 - 7 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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