Childminder in Leeds

Inspection date

Previous inspection date 29/11/2012 18/02/2009

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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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder is friendly and approachable. This allows her to quickly develop strong relationships with children, who feel safe, happy and secure in her care.  The childminder provides activities to promote most areas of children's learning and development. This means children make some progress towards the early learning goals.

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It is not yet good because

 The childminder does not reflect on her practice enough and her understanding of the revised Early Years Foundation Stage and the characteristics of effective learning, is not up to date. This means some opportunities to extend children's learning, are missed.  The childminder does not use a cycle of observation, assessment and planning consistently well, in order to assess children's interests and developmental stages. This means she misses some opportunities to develop children's learning both indoors and outside.  Resources and equipment are not easily accessible. This means children are not very free to develop their own ideas and take charge of their own learning and as a result, there is less opportunity for them to become independent, active learners.

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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 a child playing with the childminder.

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Inspection activities

 The inspector talked to the childminder at appropriate points throughout the inspection.  The inspector looked at children's assessment records and letters 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 lives with her husband in Morley. The childminder has been registered since 1989 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The whole of the ground floor of the childminder's home is registered for childminding, although the children usually play in the dedicated playroom. There is a fully enclosed garden for outside play, which consists of flower beds and a paved area. The childminder walks to local schools to take and collect children. She regularly takes the children to visit the park and they also attend toddler groups. The childminder is a member of the National Childminding Association. There are currently 10 children on roll, one of whom is 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 and during the holidays.

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must:

 develop a secure, up to date knowledge and understanding of the learning and development requirements of the revised Early Years Foundation Stage, including the characteristics of effective learning.

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

 encourage children to develop an enthusiasm for learning by arranging resources and equipment to enable children greater independent choice and opportunities to experiment with their own ideas

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

 use detailed observation and assessment of children's progress to monitor how they use the provision and consider how it could be adapted to increase children's rate of progress further

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

 make more use of outdoor spaces to promote all areas of learning throughout the year

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

 implement processes for self-evaluation in order to: identify areas for development; put in place an action plan for improvement; seek the views of parents and children.

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who attend

The childminder works with parents and other settings to help children develop knowledge and skills they will need to take advantage of the opportunities ahead of them. For example, a child's nursery school set the target, 'count and recognise numbers one to five', so the childminder encourages the child to count the steps together, as they come down the stairs. They also count pictures of animals, as they read a counting book. The childminder keeps a file for each child. This includes photographs and some written notes about children's activities. It also includes brief summaries of children's progress in each of the areas of learning that are described in the Statutory Framework for the Early Years Foundation Stage. These records indicate that children have made progress in counting. However, they are not detailed enough to securely evidence children's developmental stage, or rate of development in each area of learning, to ensure that

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who attend

opportunities to promote or develop children's learning, are not missed.

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who attend

The childminder provides activities that promote most areas of learning. For example, children hunt for orange items for the 'orange display'. This activity helps children sort and match objects and learn more vocabulary. The childminder changes the colour of the display each week, to consolidate children's recognition of different colours. Children also enjoy singing, painting and craft activities. These encourage children to develop their physical skills and creativity. The childminder talks about a child's summer holiday, as they pretend the small world people, are going on holiday in a bus. This helps children develop their understanding of the world, as well as their communication skills.

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

The childminder has a calm, friendly, approach and encourages parents to visit with their children and leave them for short visits, before they start attending for longer periods of time. This means children are happy and develop strong emotional attachments with the childminder. The childminder is a good role-model. This helps children develop good social skills. Children cooperate and readily say 'please' and 'thank you'. The childminder encourages children to independently manage their own hygiene and personal needs. For example, children learn to wash their own hands.

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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 dedicated playroom lined with wall to floor cupboards. These contain many toys and games, some dressing up clothes and a range of art and craft equipment. However, most of the resources are not easily accessible to children. The childminder asks children what they want to do and children know where many of the resources are stored. However, children's choice and freedom to choose for themselves is limited and children do not have many opportunities to control their own learning. This means that opportunities to foster children's enthusiasm, and for them to discover that they are very good, independent learners, are missed. This is a missed opportunity to boost children's independence and therefore their self-esteem and confidence.

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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, specific, risk assessments that she regularly 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 and they regularly call in at the park on their way back from school. However, she does not make good use of the garden area to extend learning opportunities.

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

The childminder takes children to school, collects them and looks after them in the school holidays. This means younger children regularly visit school and they get to know the teachers. They also attend the nursery school. This helps support children confidence as they move on to school.

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provision

Parents are very happy with the childminder's service. She understands that strong partnerships with parents and other providers are important. She has cared for young children for many years and has acquired a satisfactory understanding of how children learn. This means children's learning is promoted reasonably well.

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provision

The childminder monitors children's activities and identifies some next steps in learning, but planning for activities is not currently based on a continuous and sharply focused cycle of observation, assessment and planning. The childminder does not have a detailed understanding of children's expected developmental progress and the characteristics of effective learning. However, the childminder is experienced, and although her understanding of the new framework is not very secure, it is sufficient to ensure children make satisfactory progress.

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provision

The childminder understands her responsibilities to safeguard children and provide an environment in which children are kept safe and secure. She has a wide range of written policies that she makes available to parents. This means parents are well informed about how she cares for children.

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provision

The childminder has made satisfactory progress in meeting the actions and recommendations raised at her last inspection. For example, she makes regular observations of children's activities and records these using notes and photographs. However, she does not note children's detailed responses to activities and does not check the rate of progress that children are making in all areas of learning and development, as described in the revised Early Years Foundation Stage. This means that although children make satisfactory progress, she is not able to accurately plan for and prioritise which activities would be most beneficial to individual children, given their interests and stage of development. Her lack of detailed knowledge about children's responses to the opportunities and resources she provides, also means that she is unable to adapt and rearrange her provision, in order to consistently improve children's rate of progress. She

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provision

has not as yet, developed systems to assess the strengths and weaknesses of her setting to further improve outcomes for children.

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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 319743 Local authority Leeds Inspection number 819132 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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