Childminder in Leeds

Inspection date

Previous inspection date 12/12/2012 15/09/2011

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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 make good progress in all areas of learning because the childminder undertakes thorough observations, which are reflected in her planning and meet the individual needs of each child.  Children's language development is extremely well supported. The childminder prioritises this in her planning and practice. She develops their critical thinking by the effective use of open questioning.  Children build secure attachments with the childminder. This ensures they are happy and settled in the provision. This is reflected in how confident they are in the presence of unknown adults.  Children receive consistency and continuity in their care and learning because of the strong partnerships developed by the childminder with parents and other providers.  Children feel safe because the childminder effectively assesses and minimises risks, enabling them to use all areas appropriately. She discusses risk with the children so

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This provision is good

that they understand how to keep themselves safe.

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It is not yet outstanding because

 Children have fewer opportunities to investigate the natural world with particular regard to planting and growing.  Self-evaluation is not fully effective because it does not take into account the views of parents and children to inform the plans for improvement.

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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 reviewed a sample of documentation including policies, individual children's records and the childminder's planning.

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Inspection activities

 The inspector made observations of the childminder working with the children in her care.  The inspector talked with parents.  The inspector looked at the areas of the premises used by the children.  The inspector talked with the childminder about all aspects of her work.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. She lives in Wetherby in West Yorkshire with her two children aged 14 and 11 years. The whole of the ground floor of the home is primarily used for childminding purposes, along with a first floor bathroom and there is a garden available for outdoor play. The family has two cats.

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Information about the setting

She holds a level 3 childcare qualification and has achieved advanced childminder status in the local authority quality assurance scheme. She regularly updates her knowledge through attending specific courses, such as developing her understanding about how two year olds think and how to use this in planning activities. She attends the local parent and toddler, and childminder groups every week. She visits the local shops, and takes the children on walks in the environment on a regular basis.

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Information about the setting

There are currently three children on roll, two are in the early years age group who attend for a variety of sessions and one is school age who attends before and after school. She is open all year round from 7.30am to 5pm Monday to Friday.

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

 develop the educational programmes further by providing opportunities for children to investigate the natural world with particular regard to planting and growing.

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

 use the views of parents and children more effectively to inform the plans for improvement, so that the drive to improve is strengthened and practice is clearly targetted, to help children reach the highest levels of achievement.

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who attend

The childminder has a good knowledge of the seven areas of learning and offers a wide range of opportunities for children to play and explore while supporting their confidence through praise and encouragement. Children are making good progress because the childminder knows what they can do and provides them with activities to help them develop.

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who attend

Children's language development is fostered well as conversations include listening to each other and taking turns to speak. Children's vocabulary is extensive and they can be heard talking throughout their play, explaining what they are doing. The childminder gently intervenes to develop their imagination. For example, while playing with the farm children begin a journey, the childminder asks, 'Where are you going? The children respond, 'To the supermarket, to buy grapes'. Children are able to count confidently well beyond ten and can represent amounts using objects, for example, by using their fingers to show they have counted three mice out of the playbox. The childminder develops this by asking the children to count out the fingers on each hand. The children recognise that the number of fingers on their hands is the same. This means children are developing a firm understanding of number.

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who attend

Children take part in activities that provide opportunities for the use of the language of movement, swinging a toy acrobat so it goes up and down. They state that wind screen wipers go up and down, demonstrating this with their hands. They then describe how they like the roundabout in the park because it goes round and round and link this to seeing a windmill.

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who attend

Children study the weather every day. They talk about how when it is raining the windscreen wipers are used in the car and that their parents use umbrellas. The childminder develops their understanding of cause and effect when asking them to describe what happens to the pushchair cover in the rain. Whilst the children develop their knowledge of the world through these activities and regular walks out in the wider environment, there are fewer opportunities for children to investigate the natural world with particular regard to planting and growing.

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who attend

Children are developing good physical skills as they move around confidently. They show good control in small movements as they use mechanical toys and effectively describe how they work. They manipulate small objects with excellent control, for example as they make pictures and patterns with natural materials, such as sunflower seeds.

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who attend

Parents are regularly informed of their child's progress through open access to their records and by daily conversations. They find the regular newsletter very helpful in keeping them informed of planned activities, which they use to support their child's learning. For example, in a recent theme of 'people who help us', parents had explored this further at home by looking at the refuse collection lorry with their children.

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who attend

The childminder has not yet needed to implement the progress check at age two. She is confident about this and has a process in place to effectively meet the requirements. She is able to identify what the children in her care are able to do and how they are making good progress. She analyses her observations and accurately identifies the next steps in children's learning and development. She can describe their preferred learning styles and this is reflected in their learning journey shared with parents.

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

Children feel very secure with the childminder who has clear procedures in place to ensure she gains information from parents about children's interests, routines, likes and dislikes. Therefore her knowledge of their individual needs is very clear.

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

Children's relationships with the childminder are warm and caring. Consequently, their behaviour is very good. For example, they tidy away their toys before starting the next activity. The childminder actively promotes independence and works with parents to enable children to develop independent toileting and dressing skills. This means they have good self-care skills.

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

There is a good focus on outdoor activities and play with regular trips in the local community. Children are provided with healthy snacks, and the childminder promotes healthy lunch boxes with parents. She introduces children to healthy foods at home and on trips to the supermarket. This means children are effectively developing healthy lifestyles.

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

Children talk about road safety when on outings or how to climb trees safely. This shows they are developing an understanding of how to keep themselves safe effectively.

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

The childminder works closely with local schools that the children move on to. She shares her records and the learning journey with the class teacher on visits. This ensures that children are well supported at transition to school.

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provision

The childminder's knowledge of the safeguarding and welfare requirements is strong. Children's safety is well promoted as the childminder has assessed the risks to her premises well and has minimised these so children are able use all areas of the downstairs and the garden in their play.

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provision

The childminder has a good understanding of the learning and development requirements particularly in planning for individual children's progress. She has high expectations of the children, is fully aware of their starting points, what children know, can do and enjoy. This means children are making good progress towards the early learning goals.

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provision

The childminder has established robust working relationships with parents. They state how they feel confident in leaving their children with childminder and welcome her advice with regard to their child's development. They state how their child's independence and confidence have developed since coming to the childminder. This means parents feel treated as partners in their child's learning and development.

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provision

The childminder has a good commitment to improving her service through accessing training, She has recently completed training about children's physical development to update her knowledge. Written self-assessment is completed and through self-evaluation she identifies areas for development. However, practice is not clearly targetted to help children reach the highest levels of achievement as parents and children are not yet fully involved in the self-evaluation process to effectively inform the childminder's plans for improvement. The childminder has achieved the status of advanced childminder in the local authority quality assurance scheme.

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provision

The childminder works in partnership with other childminders and the parent and toddler group. This gives the children access to group situations and so increases their confidence in playing with other children. She is aware of the processes she needs to follow should any children in her care need more specialist involvement, due to additional needs or developmental delay.

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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 EY424811 Local authority Leeds Inspection number 875796 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 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. 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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