Childminder in Leeds

Inspection date

Previous inspection date 22/10/2012 28/03/2012

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early years provision

This inspection: 2 Previous inspection: Met 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children feel safe and secure with the childminder because she provides a caring and calm environment. This enables them to relax, fully enjoy their learning and make good progress.  The childminder makes good use of praise which means children are confident in their own abilities. She supports them in becoming independent, well-behaved and polite individuals who demonstrate high levels of self-esteem and have a good understanding of the importance of keeping themselves safe.  The childminder has a good understanding of how to promote children's safety and well-being. Her home is clean and well-maintained in all areas and any risks are minimised effectively which means children are able to move about freely and safely.  Children have good opportunities to develop their language skills through conversation which enables them to become confident communicators who use a wide range of vocabulary.

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It is not yet outstanding because

 The childminder she does not always fully utilise the systems in place to encourage parents to share detailed information about their children's learning at home.

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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 voluntary and compulsory parts 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 had a tour of the premises and observed children playing in the downstairs area.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of parents from written testimonies they had provided.

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Information about the setting

The childminder was registered in 2001. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged six and four years in an end of terrace house in the Middleton area of Leeds and uses the whole of the ground floor and the rear outdoor area for childminding.

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Information about the setting

The childminder has completed basic training including first aid and child protection. She uses the local children's centre and visits the local shops and park on a regular basis. She collects children from the local school and nursery.

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Information about the setting

There are currently six children on roll, two are in the early years age group who attend for a variety of sessions and four are school-age children who attend after school. The childminder is open all year round from 8am to 6pm Monday to Friday, with the exception of family holidays.

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

 enhance the existing assessment system by consistently encouraging parents to contribute their observations of their children's learning at home, for example using the children's learning journey.

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who attend

The childminder has a good understanding of the seven areas of learning and provides a wide range of stimulating activities that are carefully planned to meet children's individual learning needs. She skilfully engages children and recognises fully how they learn through play. She uses effective teaching techniques, such as asking children open-ended questions to make them think and enthusiastically models learning. For instance, she shows children how to use simple tools to cut dough and how to roll this into different sized balls, much to the children's delight. Rooms used by the children are well-organised, with a good range of toys and resources that children choose from freely, including a good selection of craft materials. The childminder makes good use of regular observation and assessment to ensure she is fully informed of children's abilities, skills and knowledge and how to support the next steps in their learning. This ensures children consistently make

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who attend

progress that is well within the expected development bands for their ages.

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who attend

Children's language development is fostered very well through conversation during activities. For example, the children discuss with the childminder what fruit they like to eat and make a pictorial shopping list of items they need to buy from the shop. The childminder encourages the children to learn new words to extend their vocabulary by teaching them about more unusual items, such as a pineapple. Children are provided with good opportunities to explore a range of different textures and media which supports them in development and in expressing their creativity. For example, they squeeze, cut and roll dough and use spreaders and glue as they stick items to make a collage. The childminder supports children's understanding of the world very well, including diversity and difference. For example, she teaches them about festivals, such as the Chinese New Year through first-hand experiences; taking them to a local Chinese supermarket to learn

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who attend

about different food items and text and words as they examine packaging and displays.

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who attend

Children are supported very well in developing mathematical skills. The childminder encourages them to count how many items are on their shopping list and to touch each one as they do so to ensure accuracy. She delights in the achievements of the younger ones when they remember to start at one. The children have regular opportunities to learn about simple shapes and relate this knowledge during every day routines, recognising that the childminder has cut their sandwich into triangles for them.

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

The childminder pays good attention to finding out about children's individual needs and makes sure she is kept up-to-date of any changes through discussion with parents. She knows each child very well and develops a close and loving relationship with each one. Consequently they feel special, settle well and welcome the childminder's interaction in their play, enjoying the fun she brings to the activities. For example, they giggle with delight as she tickles them during rhymes, such as 'round and round the garden'. The children learn to behave well because they have familiar and predictable routines and know why these are important. For instance, they readily help to tidy away after activities, carefully putting dough away in pots to prevent it drying out. They are taught the importance of good manners from an early age, and as a result, they spontaneously and appropriately use please and thank you. The childminder is genuinely delighted by the

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

children's efforts and successes and acknowledges these with lots of praise which the children respond to very positively.

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

Children develop good self-care skills. They sit well at the table to eat and make choices about the food they eat. For example, they choose the fruit they would like to buy at the shop for their snack and decide what filling they would like in their sandwich at lunch time. The children are actively encouraged to develop healthy lifestyles. For example, the childminder is very proactive in supporting them to develop independence in their self- care, and as a result, from a young age they confidently wash their own hands with minimum help. There is a good focus on outdoor physical activities, which enables children to develop good control of their bodies. For instance, they play outside at the setting, visit the park to use large equipment and regularly go for walks. They delight in recalling how they splash in puddles and how they manage the large number of steps they need to climb on the route to school.

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

The childminder provides children with good opportunities to take part in visits and outings, such as attending activities at the local children's centre to help them to develop confidence and independence away from their normal childcare setting. This very effectively helps them to socialise with others, work cooperatively in a large group and to become ready to move on to their next setting, such as the local school nursery. The childminder also makes use of these outings to teach the children about road safety and the success of this is evident as the children confidently discuss how they must stop and ensure there are no cars coming before they cross the road.

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provision

The childminder has a good understanding of her responsibilities for meeting the safeguarding, welfare and learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. Her knowledge of child protection is good and she has a good range of policies that underpin the effective management of her service. All areas of the home are continually assessed for potential hazards and effective action is taken to minimise any risks that are identified. The childminder skilfully encourages the children to think about the consequences of their actions so they learn to manage their personal safety. For instance, discussing what might happen if they stand on their chair. The childminder is very secure in her understanding of the learning and development requirements particularly in identifying and planning for individual children's learning needs.

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provision

The childminder demonstrates a good commitment to improving her service. Since her last inspection she has attended training, such as meeting the requirements for the revised Statutory Framework for the Early Years Foundation Stage and keeps her practice up-to- date through regularly reading childcare related articles. The childminder has completed a written self-assessment which clearly identifies her strengths and areas for future improvement. For example, she has plans to improve the outdoor play equipment by purchasing new sand and water trays to support children's exploratory play more effectively.

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provision

The childminder has a good relationship with all parents and overall she shares information effectively with them. For example, she provides copies of her policies and procedures for their reference, makes time for discussion at collection time and seeks their views about the service which enables them to contribute to the evaluation process. Children's progress is clearly recorded in their learning journals and these are shared with parents on a regular basis. However, the childminder does not actively encourage parents to contribute their observations of the children's learning to these, which means she may not be fully informed of the progress they make in their home environment. Parents speak highly of the childminder's service and her commitment to the care and well-being of their children. They state that they would not hesitate in recommending her to others. Links with other providers delivering the Early Years Foundation Stage where children attend,

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provision

such as the local school are good. For example, individual communication diaries are used very effectively for the reciprocal sharing of information which promotes a cohesive approach to the children's care, learning and development.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary 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 320285 Local authority Leeds Inspection number 817280 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 6

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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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