Childminder in Leeds

Inspection date

Previous inspection date 26/11/2012 28/10/2008

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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

 Children form positive relationships with the childminder and become confident, because the childminder uses frequent praise for their achievements.  Children develop good communication skills, through the childminder using consistent language during activities and routines.  Children develop strong independence skills because the childminder helps them make choices through daily events.  The childminder uses her skills of observation successfully, to extend children's next steps in learning across the seven areas.

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It is not yet outstanding because

 The childminder has not yet arranged the text in the environment fully, including words in diverse languages, to maximise the children's understanding that words have meaning, for example, through using labelling, such as names and signs.  The childminder does not maximise the use of information from parents about children's learning to form an overall picture of their development in their learning records and to, therefore, consistently inform planning.

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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 and resources in the two main playrooms.  The inspector spoke to the two childminders, and the children present.

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Inspection activities

 The inspector sampled a range of documents, to include some of the learning records, some of the policies and procedures, and some of the information from parents.  The inspector observed the outdoor environment and equipment.

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Information about the setting

The childminder was registered in 1996. She lives with her husband in Headingley, a suburb of Leeds. The childminding provision is registered by Ofsted on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register.

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Information about the setting

The childminder, when working with another childminder is currently caring for 18 children under eight years, of whom 10 are in the early years age range. The children are cared for on a part-time basis. The whole of the ground floor of the childminder's house is used for childminding activities, with stair access to the bathroom facilities on the first floor. There is a fully enclosed garden for outside play. The premises are accessible to people with limited mobility.

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Information about the setting

The childminder has links with other early years provisions. The family has a dog and a fish. She has links with other early years provisions.

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

 develop the use of the information gathered from parents to provide an overall picture of where children are at in their learning both in the setting and at home and use this information consistently when planning future development

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

 review and develop the use of print in the environment, including text in diverse languages, to enable children to learn about the meaning of words, for example, by using names and signs.

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who attend

The childminder has a good knowledge of the learning and development requirements to promote children's development, and the children are progressing well for their age and starting points. The childminder is skilled at helping the children experience a broad range of experiences through following their lead in activities that supports their learning well. For example, whilst out in the community the children make comments about the delicious smell of fresh cooking as they pass a restaurant. They ask if they can bake. Children make freshly baked bread on arrival back at the provision with good support from the childminder. For example, she enables them to learn through their senses whilst developing skills of counting as they weigh out the ingredients.

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who attend

Children learn about light and dark as they use their imagination exploring a large box. The childminder supports this activity effectively by discussing the darkness of the box and the light in the room. This activity fits in well with a purposeful planned adult-led activity that encourages the children to explore torches in the dark outside. Children also celebrate Diwali, the Hindu festival of light. They make lamps to fit in with this theme about light and dark, and they are learning well about diverse cultures and lifestyles. The children demonstrate strong language skills, and the childminder encourages these skills effectively by asking the children questions about colours and numbers, and how equipment works. She also repeats the question to reinforce their understanding and to give them time to think. They enjoy joining in stories and they can independently access books. Some children have knowledge of other languages as well as English, which they

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who attend

use at home. The childminder makes sure that there are books that depict diverse languages to support and value children's individual backgrounds well. However, the environment is not yet rich in print, including diverse text, to fully embrace children's learning about words through using names and signs.

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who attend

The childminder ensures that the children often explore different media, such as sand outdoors. Clear photographic evidence shows children enjoying making marks in the sand with their hands. Children learn about how objects work with good support from the childminder. For example, she instigates a discussion with the children about how the cooker needs to be hot inside before the buns can cook. She gives examples to the children about what hot means and what cold means. Children learn about shapes, which are often referred to in the environment, such as the triangle which the children make out of leaves. Children recognise a range of colours well and they often count during activities, such as whilst singing.

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who attend

The written observations show effectively what plans are in place to extend children's progression across the seven areas of learning. The childminder uses her skills of observation successfully to plan further opportunities for children to develop, such as their small physical skills, and learning about movement and space indoors and outdoors, and about different cultures and lifestyles. Overall, parents are included well in children's development whilst at the provision, for example, through regular discussion and the sharing of the learning records. This supports the planning for children's ongoing progression. However, the information is not always used to full effect to provide an overall picture of children's learning both at home and in the setting in order to maximise the effectiveness of future planning of activities.

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who attend

The childminder has a good understanding of the purpose of the progress check at age two. She is in the process of implementing this check. For example, she is discussing with the parents the best time to carry out this assessment, to give a clear and accurate record of children's current progress in communication and language skills, physical skills, and their personal and social development.

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

Children make positive relationships with the childminder, and they are confident and they are developing strong independence skills. This is because the childminder praises them frequently during the day. For example, she recognises their achievements as they use words, such as big and little and as they put on their own aprons before baking. This also supports the children's behaviour positively, and they respond by smiling happily. Children make choices about what toys they explore, because the environment is organised well, and the resources are easily accessible. The childminder ensures that the children are all included well during activities and routines. They communicate effectively with good ongoing input from the childminder as they carry out tasks. The good support that the children receive in the development of early communication skills, and in establishing strong relationships, prepares children well

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

for their transitions, to other early years provisions, such as school.

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

Children are developing a good understanding of healthy lifestyles through regular outdoor activities, which often present challenges, such as climbing the ladders, exploring the sand, and negotiating space. Children eat healthy snacks, such as various fruits or rice cakes. Meals are varied and incorporate a range of food groups, including lots of vegetables. The childminder supports children's good health through encouraging children to wash their hands regularly, such as before baking, and after playing outside.

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

The home is effectively risk-assessed indoors and outdoors, ensuring that the children can safely and independently explore the environment. They practise the fire evacuation procedure at regular intervals. This helps them learn well about risks and how to manage them as they carry out this procedure.

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provision

The childminder successfully implements the safeguarding and welfare requirements overall and keeps children safe. For example, she has a clear understanding of how to keep children protected and whom to contact if concerned about a child. The childminder has a good understanding of the importance of meeting the learning and development requirements, and this is reflected in the good quality of teaching and planning for children's ongoing learning and progression. The childminder works alongside another childminder to ensure children's well-being and learning is effectively supported. For example, they regularly discuss the daily organisation of the provision and implement the planning for children's individual learning together successfully.

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provision

The evaluation systems are good, overall, to sustain improvement and to meet the requirements of the revised Early Years Foundation Stage. This results in children receiving good support of their care and learning needs. The resources continue to be maintained well indoors and outdoors to ensure children receive a broad range of experiences across the seven areas of learning. The systems for observing children and identifying children's individual next steps in progression are regularly revised, and work effectively to extend children's development. Children can now access individual towels for drying hands, which improves the systems to support children's good health. The risk assessments are effective in identifying risks to keep children safe. The information collated, as a sample of the parents' views, show that they are very satisfied with the care and learning their children receive whilst at the provision.

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provision

The childminder forms positive relationships with other provisions where children also attend, such as playgroups. For example, information on their learning and care is shared where appropriate, to support children's transitions and overall development well.

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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 320193 Local authority Leeds Inspection number 819142 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 18

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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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