Childminder in LeedsOfsted inspection, 17 Jan 2013

Inspection date

Previous inspection date 17/01/2013 Not Applicable

p.1

early years provision

This inspection: 2 Previous inspection: Not Applicable 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

p.1

This provision is good

 Children are happy and secure in the setting. They show strong levels of attachment and interact well with the childminder.  The childminder provides stimulating and fun activities for the children. She has a secure knowledge and understanding of how to promote and complement children's learning. For example, to support children's early language, she encourages the children to join in with singing action songs and rhymes.  The childminder supports children to become independent individuals who learn how to behave, the importance of leading healthy lifestyles and keeping themselves safe.  Children have good opportunities to play and explore both at the childminder's home, on outings and at community groups.

p.1

It is not yet outstanding because

 The childminder is not consistently supporting parents to share information about their children's learning experiences at home.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector observed the childminder and the children in the lounge, conservatory and garden.

p.2

Inspection activities

 The inspector spoke to the childminder and children at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector looked at the childminder's documents such as policies, procedures and children's learning records.

p.2

Inspection activities

 The inspector acknowledged the views of parents through their evaluation questionnaires and support statements.

p.2

Information about the setting

The childminder was registered in July 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged 10 and five years in Killingbeck, Leeds. The childminder uses the whole of the home for childcare purposes, with the exception of the main bedroom. Children also have access to the side garden for outdoor play.

p.2

Information about the setting

The childminder attends local toddler groups and the children's centre and she visits the local shops and parks on a regular basis. She collects children from the local schools and pre-schools. The childminder cares for children who have English as an additional language.

p.3

Information about the setting

There are currently six children on roll, four are in the early years age group who attend for a variety of sessions and two attend before and after school and in the school holidays. She is open all year round from 7.30am to 6pm Monday to Friday except for family holidays. The childminder has achieved a Level 3 National Vocational Qualification in Pre- School Practice.

p.3

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

 enhance opportunities for parents to contribute to their child's learning and development and share achievements from home.

p.3

who attend

The childminder has a good understanding of how young children learn through play. She offers children a broad range of activities and experiences both in her own home, outside and through attendance at local groups. The childminder has a good knowledge of each child. They are motivated to engage in their play in the knowledge that the childminder is close by for support. For example, the children put their dolls in pushchairs and take them for a walk around the room. When the children go out to play the childminder helps them to put blankets on the dolls in their pushchairs reminding the children that it is cold outside before they take them out into the garden.

p.3

who attend

Parents share information about their child's care and learning which the childminder uses alongside her own observations to identify children's starting points in their development. Children are able to continue their learning at home because the childminder shares information with their parents through daily discussions and diary sheets. However, the childminder has less established procedures to enable parents to regularly contribute to their child's learning by sharing their achievements at home to fully complement learning between the setting and home. Children's learning records are easily accessible and these give a clear picture of what children can do and will be doing next through written observations and photographs of the children enjoying a good range of activities and experiences. All children are making good progress given their starting points and effective systems are firmly embedded to assess and monitor children's progress. Children's next

p.3

who attend

steps of learning are consistently identified and this information is used to inform planning.

p.4

who attend

There is a designated playroom in the childminder's conservatory which is well organised with developmentally- appropriate resources which are stored in low level storage units. Children confidently make independent choices in their play and take the initiative in seeking out their favourite toys. Young children are making good progress in their understanding of communication and language. For example, when asked simple questions, such as 'where is the baby?', they look around the room and fetch their dolly. They are also beginning to use simple two and three word sentences, which the childminder listens closely to and acknowledges by responding positively to the children. The childminder uses a good range of books to support this developing language and children have their favourites such as the three little pigs, which they choose for the childminder to read to them. They enjoy the closeness they have as the childminder reads

p.4

who attend

and she encourages them to join in with the familiar text and actions, for example, as they try and blow the little pigs' houses down. Children very quickly become engrossed in the activities available and this shows their motivation for learning, which is supported by the childminder's enthusiasm as she joins in with them. Together, the childminder and children make play dough. The childminder effectively develops children's early mathematical skills as they count the number of cups of flour and salt they put into the bowl and then talk about the shapes they make as they enjoy cutting and moulding the dough with a good range of cutters and tools.

p.4

who attend

Children have access to a well-resourced garden which effectively promotes their physical skills and well-being. They enjoy fresh air, use wheeled toys and bats and balls and have opportunities to develop their imaginations. For example, children have been talking to the childminder about the seeds they have bought and are going to plant in the spring time. The children pretend to grow tomatoes using balls they place in the wheelbarrow. The childminder supports this pretend play by filling the watering can for them as they tell her the tomatoes need water to grow. This effectively supports children's understanding of the world and their ability to grow their own healthy foods. Children socialise with others as they attend various groups in the community, such as toddler and childminder group sessions. They enjoy visits to places of interest and regularly spend time at the park.

p.4

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

Children develop a close bond with the childminder and her family. She is very mindful of their emotional well-being and offers a gradual settling-in period so that they feel comfortable in her home and gain a sense of belonging. She supports children to make choices and this means that they are confident to explore new experiences. Children clearly enjoy the childminder's company and are responsive to cuddles, support and reassurance. The childminder's regular outings to local parent and toddler groups help children to develop confidence and independence in situations away from her home. This also helps children to prepare for a smooth transition to the local nurseries or primary schools.

p.4

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

Children behave well and behaviour rules are shared with parents and also displayed on the wall in the playroom. They include sharing toys and being kind to one another. The childminder is very positive in her approach to the children and offers them lots of praise for their achievements and as they share and support their friends. The childminder welcomes all children into her home and adapts activities according to their capabilities. She is supporting children who have dual languages at home and has obtained dual language books and is encouraging all the children to learn key words in other languages. There is a good range of resources which promote positive images of diversity and this helps to support children's developing awareness of their local community and the wider world.

p.5

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

Children learn how to keep themselves safe effectively because the childminder teaches them safe ways to have fun with the toys. They regularly practise the evacuation drill from the childminder's home and are learning about road safety when out and about in the community. The children are also learning to tidy up the toys when they have all finished with them to make the play room safe. Children develop an appreciation of healthy lifestyles. They are provided with a good variety of healthy snacks and meals which are freshly prepared and take into account children's dietary needs. Children enjoy being active and have free access to drinking water throughout the day. Younger children's routines for rest and sleep are adhered to and met through the close working relationship with their parents. Children are beginning to develop good self-care skills with young children learning to feed themselves and washing hands before meals and more able

p.5

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

children putting on their own boots and coats.

p.5

provision

The childminder demonstrates a good understanding of safeguarding children. She is able to confidently identify possible issues and the procedures to follow in the event of a concern with regard to children's welfare. All household members are suitably vetted and the childminder keeps a record of visitors to monitor who has access to the children. The childminder completes robust risk assessments of the home, garden and outings which ensure children are kept safe. The childminder has established effective policies and procedures to support the safe and efficient management of the service provided. These are shared with parents providing them with an insight into the childminder's role and responsibilities. All other required documentation is in place and well maintained. The childminder effectively monitors the delivery of the educational programmes within her setting and has clear procedures in place to observe, assess and monitor children's

p.5

provision

Partnerships with parents and carers are well established. The childminder regularly talks to parents about how their children have been while in her care and the activities they have taken part in. This combined with daily record sheets and free access to their children's developmental files means that they are kept well informed of their children progress and well-being. The childminder does not care for any children attending other early years settings but is aware of the need to maintain close working partnerships with them to support the children and provide continuity in care and learning. She is working with children to enable them to develop their independence and this prepares them for school and helps to ensure a smooth transition to the next stage of their learning.

p.5

provision

The childminder has completed her own evaluation of her service and through this recognises her strengths and areas for improvement. For example, there are plans to develop a section of the garden which will provide the children with an area to grow plants and vegetables further promoting their awareness of the world. Parents are actively involved in the childminder's evaluation through the use of questionnaires and written statements where they are encouraged to express their views and ideas. The childminder enthusiastically demonstrates her vision for her practice and shows an eagerness to ensure she continues to provide high quality care and learning for children. The childminder has completed a Level 3 National Vocational Qualification in childcare as well as other shorter training courses which help to develop her skills and practice well.

p.6

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

p.6

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.

p.6

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.

p.7

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.

p.7

Setting details

Unique reference number EY449403 Local authority Leeds Inspection number 810371 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

p.7

Name of provider

Date of previous inspection Not applicable

p.7

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.

p.7

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.

p.7

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.

p.8

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.

p.8

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,

p.8

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’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9