Ms Karen North

Inspection date

Previous inspection date 13/11/2012 18/02/2009

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early years provision

This inspection: 2 Previous inspection: 3 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

 The childminder is motivated and effectively promotes the children's welfare and learning through her good knowledge and understanding of the Early Years Foundation Stage, ensuring children progress well.  The children's health, safety and well-being are given the highest priority, underpinned by well written policies, procedures and accurate record keeping.  Partnership with parents is a key strength as they are kept well informed about their children's achievements and contribute to the observation and planning process.  The childminder has made good progress since last inspection and has a detailed self- evaluation form in place which monitors and evaluates her practice in order to promote continuous improvement.

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It is not yet outstanding because

 The learning environment is not consistently rich in print to fully promote children's understanding of words.

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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 observed activities in the lounge and playroom.

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Inspection activities

 The inspection spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at the children's profiles, child record forms, planning and policies.  The inspector took account of the views of the parents in writing.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 8 years and 6 years old in a semi- detached house on the outskirts of Leeds and uses the whole of the ground floor, upstairs bathroom and the rear garden for childminding. There are currently 10 children on roll. Six of these are in the early years age group who attend for a variety of sessions and three are school-age children. The family has a rabbit and two cats as family pets.

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Information about the setting

The childminder has completed basic training including first aid and holds a level 3 qualification in childcare. She visits the local shops, places of interest and parks on a regular basis. She collects children from the local schools and pre-schools. The childminder is a member of the National Childminding Association.

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

 enhance the learning environment so that it is consistently rich in print and children can learn about words. For example, by using signs and labelling of toys.

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who attend

The childminder is well organised and provides a welcoming and educational environment which supports children well; leading them to make good progress in both their learning and development. The childminder has good level of awareness to recognise children's individual needs and abilities. Children have access to a very good range of toys and activities to ensure they are stimulated throughout their day.

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who attend

Children's communication and language are promoted well as the childminder holds conversations with the children. She asks open-ended questions to promote children's thinking and imagination. For example, when doing free painting she asks what the children are painting. Children respond well to her questions saying 'it is a shark and can you see its sharp teeth'. The childminder has a good selection of books that children access independently, and are age appropriate. The babies reach for the book and turn the pages showing the childminder the pictures and older children enjoy listening to their favourite stories and join in with familiar text, developing children's love of reading. However, the environment for them is not consistently effective to support their reading skills, as it is not rich in print. For example, by using signs and labelling of toys. Children talk about their trip on the train to the museum and get very excited as they remind each

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who attend

other of all the trains they saw and how they all had sandwiches, this shows children's communication and socialising skills are developing well. Children's creativity is well promoted in line with their age and stage of development as they paint, using brushes and sponge sticks. Older children have fun mixing the colours up, with support from the childminder. They tell her that the red and yellow they have mixed makes orange, showing their skills in recognising different colours. Babies also enjoy painting, holding the brushes confidently. They play with the dough, watching it stretch as they pull it apart. This helps to promote their manipulative skills effectively. Children enjoy building with the construction and are proud to show the models they have made and they count the bricks and then deduct the bricks telling their friends how many they have left. This shows their excellent understanding of early calculation.

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who attend

The childminder records detailed observations in children's profiles, which are supported with lots of photographs. These are all clearly linked to the areas of learning and the individual child's development band; their starting points and next steps are all recorded. This enables her to effectively plan for children's next steps in learning and support them to make good progress. The childminder keeps parents well informed of their children's learning development in a variety of ways. For example, all profiles are available on memory disc that is sent to them and also in hard copy form, depending on the parents' choice. Parents are keen to contribute in these, informing the childminder of their progress when they are at home, to ensure continuity of their child's education and learning.

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

The very good provision of healthy and nutritious meals and snacks, accessible drinks and extensive opportunities for fresh air and exercise fully promotes children's all-round good health. For example, they get daily opportunities to play out in the well-resourced garden, along with walks to and from schools and calling in at the local park, where they run around and play on the apparatus.

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

The children additionally learn about a healthy lifestyle by being encouraged to wash their hands, using both wet wipes and individual towels. They independently get themselves a wipe and show the childminder how they use it, asking for reassurance that they are clean. The childminder displays informative and child friendly hand washing posters to support this. The childminder is a good role model for the prevention of cross infection as she has a good nappy changing procedure, where disposable gloves are worn, changing mat wiped before and after use and hands cleansed with anti-bacterial gel.

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

Children's safety is of priority. For example, children take part in practising of fire drills and the childminder asks them how they thought it went and records their comments at the time. They are taught about road safety where children talk about how to cross the road and also solid systems are in place when walking to and from school. For example, children not only hold on to the pushchair but have wrist straps attached to them and the childminder. The childminder gives clear explanations to children when in the home how to keep safe. For example, children are encouraged to walk and not run inside. They are told about the importance of tidying toys away, before getting any more out, in order to prevent accidents. This develops children's awareness of safety and ensures a very safe environment.

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

The children's behaviour is good, the childminder sets clear boundaries, encouraging children to share, take turns and children respond very well to gentle reminders of how to be polite and say 'thank you' and 'please'. For example, when having snacks, children say 'please' and 'thank you' to the childminder and offer a snack to their friends. The childminder is a very positive role model for children, consistently praising and encouraging the children to build their self-esteem.

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

The childminder has a good understanding of the importance of working in partnership with others involved in children's care and learning and to liaise with them closely. She has already built good links with nurseries and local schools that children attend. This promotes continuity of care and education for children in her care and supports them in times of transition.

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provision

The childminder has a good understanding of how to protect children, and recognises that this is her first priority. She is vigilant and has a good awareness of the signs and symptoms of possible abuse and knows the appropriate procedures to follow should she have concerns about a child in her care. Priority is given to ensuring that children remain safe in the childminder's home. An effective range of safety devices, such as safety gates, sited fire blanket, kitchen cupboard locks and smoke alarms are fitted. The childminder undertakes effective risk assessments to ensure hazards are minimised, in the home, outside and for all outings undertaken. She also has a record of visitors to her home and checks all personal identification. This enables children to feel at ease in a safe environment.

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provision

The childminder has formed strong relationships with parents and they are kept very well informed of their children's progress and day. The childminder gives parents frequent opportunities to contribute into their profiles. They also receive detailed daily diaries which parents can also contribute to, telling the childminder what they have eaten and how they have slept at home. Parents also send in complimentary letters all of which contain positive responses such as 'how good she is at communicating with children' building their child's confidence and how she always keeps them up to date with child's progress'. This contributes to effectively meeting children's individual needs and those of parents.

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provision

The childminder has completed a comprehensive self-evaluation form. She has identified her strengths effectively and also recognises her weaknesses; planning to attend further training. This ensures she has a strong and positive awareness and commitment to provide a good provision for children and parents.

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provision

Through effective monitoring of children's progress records, the childminder ensures educational programmes cover all areas of learning. She regularly evaluates her resources to ensure they are age and stage appropriate, sufficient in quantity and of a good quality.

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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 EY378685 Local authority Leeds Inspection number 821482 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 10

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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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