Childminder in Leeds

Inspection date

Previous inspection date 08/01/2013 05/01/2011

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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 form positive relationships with the childminder because she frequently praises them for their achievements.  The childminder uses effective questioning to help children develop their thinking skills.  The childminder provides a safe environment for the children to explore.  Children develop good communication skills because the childminder talks to them consistently during activities and routines.

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It is not yet outstanding because

 The childminder does not provide a wide range of displays and books that represent diverse backgrounds positively.  The childminder has not yet organised the environment to ensure children can spontaneously explore some aspects of different media and materials, such as paint.

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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 some of the activities and resources in the main play and outdoors.  The inspector spoke to the childminder 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.

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Information about the setting

The childminder was registered in 1988 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, adult child, and one child aged 16 years in a semi-detached house in the Rawdon area of Leeds. Shops, parks, schools and a library are within walking distance from the childminder's home.

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Information about the setting

The ground floor of the property is used for childminding and consists of a kitchen, dining room and play room. Bathroom facilities are on the first floor. There is an enclosed garden available for outside play.

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Information about the setting

The childminder is currently caring for six children under eight years, of whom three of these children are in the early years age. Two children cared for are over eight years of age. All of the children are cared for on a part-time basis. 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:

 develop the resources within the environment to further extend children's learning about diversity by providing a wider range of displays and books which represent the differences in people's backgrounds positively

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

 improve the opportunities for children to spontaneously explore different media and materials within the environment, such as paint.

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who attend

The childminder has a good knowledge of how to help children learn effectively and the children are developing well across the seven areas of learning for their age and starting points. The children choose toys to play with from a good range overall. The childminder supports their interest in the toys effectively to extend their learning. This supports their independence well. The childminder encourages the children's learning well as they sit together and talk about the jigsaw they are doing. She asks effective questions to help the children think about the differences in the animals. The childminder listens to the children and praises them as they answer correctly.

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who attend

Children use their imagination as they use different utensils in the large play kitchen. The childminder uses the opportunity well to help children develop their counting skills as they sort out the plates and cups. Children are learning to separate colours well, and very young children can recognise the colours of some objects as the childminder asks the children to point to them. They are interested in the environment and concentrate very hard as they persevere in putting small dresses on the soft toys. They show strong small physical skills as they carry out this task. The childminder gives the children time to fully explore the activity, and she offers ongoing encouragement when appropriate until the children achieve what they set out to do. The children demonstrate strong communication and language abilities and the childminder encourages these skills effectively. This is because she talks to the children

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who attend

consistently during activities. Children respond positively by joining in the conversation. They follow instructions, such as finding different objects, and they freely communicate their favourites in the activities they like. As well as following the children's lead in what they want to explore, the childminder also plans a good range of activities to support children's learning. For example, opportunities are presented to explore the sand outdoors and to use large equipment to help develop their large physical skills, such as jumping on the trampoline. The children also experience using glue and different textures and materials through planned activities. However, the children do not always have the opportunity to freely access these materials to further extend their learning through being creative.

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who attend

Children enjoy working out how equipment works. For example, they are learning about technology as they press the buttons on the small computer. They listen to the voice that comes from it and they are interested with the display on the screen. The childminder uses this opportunity effectively to help the children listen and follow the instructions. They also enjoy stories and can freely access books.

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who attend

The childminder helps children learn about the diversity in people well overall. They learn about different festivals, such as the Hindu festival of Diwali, for example, they talk about the festival and make lamps to fit in to this celebration. They also learn about the Chinese New Year. Children use some toys to support their understanding about the differences in people's lifestyles through using varied skin tone toy figures and a few books. However, the images within the environment, such as displays and a wider range of books to represent diverse backgrounds positively, are not yet used enough, to further extend children's learning in this area.

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who attend

The childminder observes children effectively to extend their next steps in learning. For example, planning to extend a range of skills, such as language and communication, making marks, and counting skills are in place. The parents are included well overall in children's development whilst at the provision. For example, they discuss how to progress physical skills, such as potty training, or a new word that they now know. This helps the childminder plan for children's ongoing development. The childminder supports the children's learning effectively by following through activities that they are learning at other provisions, such as mini beasts. Parents also share what they know about the children before the children start at the setting to help support the childminder in planning children's learning well.

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who attend

The childminder has a clear understanding of the purpose of the progress check at age two. This is so she can give parents a clear and accurate assessment of the children's progress in the prime areas of learning.

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

Children make positive relationships with the childminder. This is because she interacts well with them and praises them frequently during the day. For example, she recognises their achievements as they fit jigsaws together and as they explore the small children's computer. Children respond by happily smiling, staying close to the childminder. Their behaviour is positive. The childminder effectively extends children's understanding about behaving positively through discussing the house rules which include, being kind to each other, looking after toys and sharing. Children are becoming independent through making choices about what toys they explore. This is because the childminder makes sure that the environment is organised well and that the resources are easily accessible.

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

The children communicate effectively with good ongoing input from the childminder as they carry out tasks. The good support that the children receive in establishing strong relationships supports children's well-being effectively and, therefore, their transitions to other early years provisions, such as playgroup and school. In addition, the childminder supports children's security and continuity by talking to them about what they do at the other provisions. For example, they investigate insects they find on the way home.

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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 through regular outdoor activities. For example, the childminder presents challenges to their outdoor experiences as they learn to control push and pull toys and bats and balls. Children eat healthy snacks, such as varied fruit and they drink regular drinks, such as water, milk and very dilute juice. The parents usually provide the children's meals. The childminder also supports children's learning about the importance of eating healthy foods through talking about the types of food that are good for them.

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

The home is clean and effectively risk-assessed indoors and outdoors. This ensures that the children can safely and independently explore. They learn how to keep themselves and others safe. For example, the childminder helps the children understand why it is important to put toys away so that they don't fall over them. This helps them to 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. For instance, she has a good understanding of how to keep children protected and who to contact if she is concerned about a child. She keeps clear policies which are shared with the parents and implemented well to support children's well-being. For example, there is a sand-pit policy that promotes hygiene and an accident and medication policy. The childminder has a good understanding of the importance of meeting the learning and development requirements. This is reflected in the good quality of teaching that supports children's ongoing learning and progression well. This includes consistently extending the children's language and communication skills.

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provision

The evaluation systems are good overall in order to maintain improvements to the provision. This results in the children receiving good support to their care and learning needs. The childminder regularly checks the requirements to ensure she can fully support the children. She continually reviews her resources to ensure that they are in good condition and varied. She has updated her policies and procedures and permissions from parents. For example, she includes information regarding how the photographs of children are used in the provision. The childminder has improved her observation skills, to plan effectively for children's ongoing learning and progression. This ensures children have a variety of challenges to extend their skills.

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provision

The childminder forms good relationships with the parents, asking them for their views on the provision. She regularly discusses the children's individual care and learning needs. The childminder includes the children's views by asking them what they like to do at the provision and through ensuring they carry out activities they choose to do. This aids their learning and helps keep them secure and happy. The childminder forms positive relationships with other provisions where children also attend, such as playgroups. She talks to the staff at other provisions to ensure the children are settled. She gathers information on the type of activities they are doing, to support children's learning and well-being effectively.

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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 319588 Local authority Leeds Inspection number 819119 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 8

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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: 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

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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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