Childminder in Leeds

Inspection date

Previous inspection date 22/11/2012 07/09/2009

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 The childminder has a calm, friendly, supportive approach, which allows her to quickly develop caring, respectful relationships with children who feel safe, happy and secure in her care.  The childminder focuses on promoting children's personal, social and emotional development and communication and language, which means that young children in her care make progress in these important areas of learning and are ready to benefit from the opportunities ahead of them.  The childminder has a playful approach and uses role play effectively to teach many aspects of learning.

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It is not yet good because

 The quality of children's learning is variable because the childminder does not have a good working knowledge and understanding of the revised Early Years Foundation Stage.  The childminder does not use the observe, assess and plan cycle consistently, in order to provide interesting and appropriate activities to promote all areas of learning.  The childminder does not fully involve parents in children's learning by exchanging information with them about children's stage of development in each area of learning.

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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 the children playing with the childminder.

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Inspection activities

 The inspector talked to the childminder at appropriate points throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records and questionnaire responses from parents.

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Inspection activities

 The inspector looked at a selection of policies, risk assessments, certificates and other documentation.

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Information about the setting

The childminder has been registered since 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and her two children aged eight and 16 years, in the Beeston area of Leeds, close to shops, parks, schools and public transport links. The whole of the childminder's house is used for childminding, with the exception of the bedrooms. The enclosed garden is accessed from the main play area and is composed of a small paved area and separately fenced grassed area.

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Information about the setting

There are currently three children on roll, two of these are in the early years age range. The childminder is open for over 45 weeks a year. She provides out of school care before and after school. The childminder walks to local schools to take and collect children. She regularly takes the children to visit the library and play gym. She is a member of the National Childminding Association.

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must:

 develop a working knowledge and understanding of the learning and development requirements of the revised Early Years Foundation Stage and ensure children make good progress in all areas of learning and development, by providing appropriate challenging and enjoyable experiences and activities  develop further knowledge and understanding of the characteristics of effective learning: use careful observation and assessment of children's learning to identify their starting points and their next steps; plan appropriate activities and experiences for individual children, taking into account their interests and their identified next steps in all areas of learning  involve parents further in their children's learning, by exchanging information on children's stage of development in each of the areas of learning.

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who attend

The childminder is friendly and approachable, and has a satisfactory knowledge of child development. She effectively promotes children's personal, social and emotional development and communication and language, which means children in her care make progress in these important areas of learning and are ready to benefit from the opportunities ahead of them. She is playful and uses role play well to promote children's learning in these areas, and in some aspects of knowledge of the world and mathematics. Children love to listen to stories and the childminder reads to them every day. They also enjoy singing. However, because she does not have a good knowledge and understanding of the requirements of the revised Early Years Foundation Stage, children's progress is not consistent across the seven areas of learning. The childminder knows the children well and has good relationships with their parents. She extends children's learning by following up experiences children have at home. For

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who attend

example, a child visited the airport with her parents, so the childminder and the children make an airport and aeroplanes using large boxes. The childminder is experienced and perceptive. She discusses some aspects of children's progress with parents and works with them to support their children's development. This means children make good progress in some aspects of learning. However, because the childminder does not have a clear understanding of expected development bands across all areas of learning, children's overall progress is not consistently assured.

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

The childminder has an intuitive understanding of child development and a calm friendly, supportive approach. This allows her to quickly develop caring, respectful, secure relationships with children. Children are confident and happy because good settling in procedures means children develop strong emotional attachments with the childminder. Because children are secure, they relate to each other well, and explore their environment. The childminder is a good role model. This means children develop good social skills. They cooperate and readily say 'please' and 'thank you'. Two-year-old children talk about sharing and taking turns. The childminder encourages children to be independent and manage their own hygiene and personal needs. For example, children learn to wash their hands independently.

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

The childminder provides a warm, comfortable, environment for children to play and relax. There is a corner of the kitchen where children can sit and play, and comfy settees on which they can relax and read. There is a role play area, which includes kitchen equipment. Low level open shelves hold storage boxes in such a way that children can see into them and access the resources independently.

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

The childminder provides a safe environment. She has detailed and specific, risk assessments that she regularly reviews and checks. The childminder promotes children's health well. She is qualified in paediatric first aid and has clear written procedures to manage children's health. She provides nutritious snacks and meals. The childminder tries to ensure that children have some daily fresh air and exercise, but these opportunities are limited in the winter months. The childminder provides an out of school service for older children. This means younger children regularly visit the school and get to know the teachers. This together with the childminder's good relationship with the staff at the school helps support children's transition as they move on to school.

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provision

The childminder provides a satisfactory service for the children she cares for, but her limited understanding of the Statutory Framework for the Early Years Foundation Stage means children's development is inconsistent across all the areas of learning. However, she is experienced and is committed to accessing training to update her knowledge.

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provision

The childminder has an intuitive understanding of child development which means children's learning is promoted reasonably well through an appropriate balance of adult- led and child-initiated activities. The childminder is beginning to monitor children's progress and development, but this is not sufficiently detailed to ensure children make good progress in all areas of learning. Planning for activities is not currently based on a formal, ongoing cycle of observation, assessment and planning, or on a detailed understanding of children's expected developmental progress and a clear understanding of all the characteristics of effective learning.

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provision

The childminder provides an environment in which children's welfare is well promoted. She has a good understanding of her responsibility to ensure she meets the safeguarding and welfare requirements of the Early Years Foundation Stage and has effective systems in place to ensure children are kept safe. The childminder has a wide range of written policies that are specific to her setting and that she makes available to parents. This means parents are informed about how she cares for children.

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provision

The childminder is committed to improving her service and is beginning to evaluate her practice. For example, she has identified that children do not get out enough in winter, so she has bought them some wellington boots to enable them to play outside more often. She actively seeks parents' views on her provision, through discussion and questionnaires. They are very happy with her service. The childminder understands that strong partnerships with parents are very important, but because she is not observing and assessing children's progress in detail, the impact of this on children's progress is limited. She has made good progress in addressing the actions and recommendations raised at her last inspection.

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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 320293 Local authority Leeds Inspection number 819149 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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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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