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

 Observations of children's play are effectively used by the childminder to assess and plan for children's good progress.  The childminder supports children well to develop their independence skills, helping them feel confident in their surroundings.  Children's communication skills are developing well as a result of the childminder's effective use of language during play.  Children have good levels of self-esteem and feel secure as the childminder offers consistent praise and support.

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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 play rooms.  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, policies and procedures and information from parents.  The inspector observed the outdoor environment and resources.

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Information about the setting

The childminder was registered in 2002. The provision is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder works in the home of another registered childminder, who lives with her husband in Headingley, a suburb of Leeds. The childminder when working with her colleague is currently minding 18 children under eight years of age, 10 of these children 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, with bathroom facilities on the first floor, accessed via stairs. There is a fully enclosed garden for outside play. The premises are accessible to people with limited mobility. The childminder has links with other early years provisions.

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

 review and develop the 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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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 their future development.

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who attend

The childminder has a strong understanding of the learning and development requirements and supports children to make good progress through a broad range of activities. For example, they learn how to bake buns. The childminder asks the children to name the ingredients, which they do confidently. They all are actively involved. For example, they each fill their spoon with flour and develop their counting skills well as they put each spoonful in the bowl, with good support from the childminder. Children are learning through their senses and developing small physical skills well as they explore the ingredients with clean hands and use the large spoon to mix the ingredients together.

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who attend

Children learn about the differences between light and dark. For example, the children enjoy watching the light in the Halloween pumpkin, which they make with the childminder. They use their imagination as they follow the light of the torches in the dark outdoors. This is a purposeful planned adult-led activity that encourages children to explore and learn about the world effectively. Children make lamps for the celebration of Diwali, the Hindu festival of light and they are learning well about diverse cultures and lifestyles through this activity.

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who attend

The children develop good language skills which are encouraged and supported well by the childminder. For example, the childminder asks questions about colours of objects and how equipment works. She gives children time to think and reinforces their understanding through discussion. They join in at story time, and they can freely select books. Some children have knowledge of other languages as well as English. The childminder makes sure that there are books that reflect diverse languages to support and value children's home 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

Children enjoy exploring different media, such as different textures and materials. They make marks in the sand using different toys and 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 toy robot works. Children think hard and work out which button makes the robot move. Children learn about shapes, which are often referred to in the environment. For example, the children talk about the shape of the Olympic rings, to support their understanding about what a circle is. Children recognise a range of colours well and often count during activities such as singing.

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who attend

The childminder has a strong knowledge of the purpose of the progress check at age two and is working with parents to put this into place so that it gives a clear and accurate record of children's current progress.

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who attend

The childminder uses observations successfully to plan further opportunities for children, for example, to develop their small physical skills, such as using scissors, or to learn more about different cultures and lifestyles. Parents share information through regular discussion and the sharing of the learning records. However, the information available is not yet consistently recorded on all files and consequently the use of the information is not always maximised to consistently extend future developments and planning for children's next steps in their learning.

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

The children are able to safely and independently explore the environment because the childminder ensures it is safe through careful risk assessments. They practise the fire evacuation procedure regularly and they learn to put toys away to keep the environment safe. The childminder helps the children understand about the importance of safety through discussion. This helps them learn about risks and how to manage them well, as they carry out these tasks.

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

The childminder supports children's confidence and independence effectively, through praising them frequently during the day. For example, she recognises their achievements as they operate the toy robot and when they wash their hands independently after activities and before snack. This supports the children's behaviour positively and they respond by happily carrying on with their activities and they smile frequently.

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

Children make positive relationships with the childminder through being included effectively during activities and routines. The childminder instigates regular discussion during all activities, which supports the children's communication skills effectively. Children are well prepared for their transitions to other early years provisions, such as school and playgroup due to the strong support they receive in the development of their early language skills and in establishing strong relationships.

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

Children are developing a good understanding of the importance of living a healthy lifestyle. For example, they receive regular outdoor activities, which often present challenges, such as pushing and pulling equipment, negotiating space and climbing. Children eat healthy snacks, such as, fruit and bread sticks with seeds. Meals are varied and include a variety of food groups, including lots of vegetables. The childminder supports the children's good health, through regularly wiping down surfaces and explaining why. Children wash their hands regularly, such as after playing outside.

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provision

Children are kept safe because the childminder has a good understanding of how to safeguard children and whom to contact if she has any concerns about a child. The childminder plans well for children's ongoing learning and progression and has a good understanding of the importance of meeting the learning and development requirements. The childminder works closely with another childminder on a daily basis. They regularly discuss how the provision operates and they make plans to improve the provision. They implement the planning for children's individual learning together to support children effectively.

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provision

The childminder forms strong relationships with other provisions where children also attend, such as playgroups. This means that children are supported well in their transitions to these provisions and information is shared appropriately.

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provision

The evaluation systems are strong overall, to maintain improvement and to meet the requirements of the revised Early Years Foundation Stage. This results in children receiving effective input to their care and learning needs. The resources are well maintained to provide children a broad range of experiences both indoors and outdoors. The systems to support children's health are improved as children now access individual towels for drying their hands. The risk assessments are effective in identifying risks to keep children safe. Information from parents demonstrates that they are very satisfied with the care and learning their children receive whilst at the provision.

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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 EY251481 Local authority Leeds Inspection number 819737 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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