Childminder in Leeds

Inspection date

Previous inspection date 24/01/2013 Not Applicable

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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

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This provision is good

 Children engage in a wide range of play opportunities that support their interests, abilities and learning.  The childminder provides the children with good communication, language and literacy support during enjoyable activities and in conversations throughout their day.  Children are cared for in a well-organised home and follow effective daily and weekly routines which help them to feel secure. Their individual care and health needs are well met and they enjoy a wide range of experiences inside and outside of the home.  The childminder has a good knowledge of how to ensure children are protected and their safety given high priority.

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It is not yet outstanding because

 The childminder is not consistently supporting parents to share information about their children's learning experiences at home.  The childminder is not effectively monitoring the impact of the improvements she makes on the outcomes and achievements of the children.

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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 in the dining room and lounge.

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Inspection activities

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

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Inspection activities

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

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Inspection activities

 The inspector talked to parents during the inspection and looked at their written statements of support to seek and acknowledge their views.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged one year in a semi-detached house in Kippax on the outskirts of Leeds. The childminder uses the whole of the ground floor and the bathroom on the first floor for childcare purposes. The rear garden is fully enclosed for outdoor play. The family have two rabbits and a pet dog.

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Information about the setting

The childminder attends mums and tots groups and she also takes the children to a childminding group. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools.

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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 school-age child who attends before and after school and during holidays. The childminder is open all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. The childminder holds a BA (Hons) childcare qualification to Level 6.

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

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

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

 extend self-evaluation to monitor the impact of improvements on the long term achievements and outcomes for the children, to maintain sustained improvements over a longer period time.

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who attend

The childminder is well-qualified and experienced in childcare and has a secure knowledge of the Early Years Foundation Stage, enabling her to provide a broad range of activities which stimulate children's interest in their learning. Children's language development is fostered through regular conversations and thoughtful questioning during play and activity, as well as at story times. The childminder works hard to provide a fully inclusive service to meet the individual needs of all children who attend and they are carefully nurtured by the warm close relationships they have with the childminder. Children feel secure when making choices from the activities and resources provided. They gain self- confidence and independence as they choose play activities, often becoming absorbed in independent exploration in the well-resourced learning environment.

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who attend

Children enjoy the company of the childminder and the social interaction they share. They are able to self-register when they arrive, by selecting the photograph from the wall, which supports their sense of belonging and inclusion in the setting. The childminder knows the children's interests and learning styles well and incorporates there interests into a fun range of planned and free choice learning opportunities. Recognising a child's interest and enjoyment of playing with the small world vehicles and their reluctance to join in with 'messy' play; the childminder creatively combines the two. A large tray of jelly is provided and children are intrigued as they touch, feel and move it around with the cars and trains. Their vocabulary is extended as they play, with the childminder asking them 'what the jelly feels like'. Together they decide that the jelly is 'wobbly' and when children tell the childminder it is cold, she skilfully links this to ask about other things that are cold

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who attend

and they suggest the snow outside. Children eagerly help the childminder to fetch some snow inside on another tray and play for extended periods with the snow, the jelly and their vehicles, showing good concentration. Conversation continues throughout the activity and incorporates colours, shape and size. The childminder's good knowledge of the areas of learning enables her to promote all areas within one activity with the children. Before they finish with the snow, their understanding of the world is extended as they learn about the snow melting and turning into water.

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who attend

Through practical routines children's independent skills are promoted well. Children are encouraged to make choices about their meals and feed themselves with support where needed. They are able to pour their own drinks and can practice such skills as they pretend to make cups of tea in the play kitchen with water in their teapot. To also aid children's independence, the childminder encourages them to make choices about their play and she makes possible suggestions for them to find additional resources which enhances their play, but also supports their developing interest and attention skills. When completing jigsaws the childminder's engagement and support of children promotes their desire to succeed and the praise they receive raises their self-esteem and confidence well.

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who attend

The childminder obtains detailed information from parents, about children's routines, individual care needs and their likes and dislikes. This helps her settle children quickly and provide a smooth transition from home to the setting by ensuring continuity in their care. Parents are also asked to share information about their child's 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, a diary and termly newsletters. However, the childminder does not consistently encourage parents to regularly contribute to their child's learning by sharing their achievements at home, to sharply focus her planning for their next steps. Children's learning records are easily accessible and these give a clear picture of what children can do and will be doing next

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who attend

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 steps of learning are consistently identified and this information is used to inform planning. The childminder is yet to carry out a progress check at age two but has a sound knowledge and appropriate systems in place to complete this when required.

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who attend

Children enjoy learning about the world around them through well planned themes, topics, cultural celebrations and meaningful trips into the local community. For example, they visit the library, local parks and community groups where they meet and develop their relationships with other children and adults. A well-resourced garden provides children with opportunities to develop their climbing and balancing skills, whilst they learn about nature by watching the squirrels feeding. This ensures that learning is not confined to the home but good opportunities are provided in all environments and ensures learning is fun and exciting for the children.

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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 mindful of their emotional well-being and offers flexible settling in periods 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 becoming confident to explore new experiences. Children clearly enjoy the childminder's company and are responsive to her closeness, support and reassurance. The childminder's regular outings to the local children's centre 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.

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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. The childminder is very positive in her approach to the children and offers them lots of praise for their achievements. The childminder welcomes all children into her home and adapts activities according to their capabilities. 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.

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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 practice the evacuation drill from the childminder's home and are learning about road safety and stranger danger when out and about in the community. The children are also learning to tidy up the toys when they have finished with them to make the play room safe. Children develop an understanding of a healthy lifestyle. 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 children routinely washing their hands before meals and learning to put on their own coats

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provision

The childminder shows a secure understanding of child protection issues. She has attended safeguarding training to increase her awareness of keeping children safe. The childminder ensures the setting is safe and suitable for children and she follows detailed risk assessments, which are supported by daily checks and accurate recording of information to safeguard children when in the home and out and about on trips. The childminder demonstrates a good understanding of her responsibilities in keeping children safe in an emergency situation. She holds a current first aid certificate, which means that she can give appropriate treatment if there is an accident to a child in her care. The childminder also has a good understanding of how to protect children through close supervision. For example, detailed records are maintained of all visitors to the setting and a register of the children's attendance, including their times of arrival and departure, are

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provision

in place. The childminder supports parents' understanding of working practices by providing them with copies of the informative policies and procedures so they are clear about the service on offer.

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provision

The childminder consults with parents through daily feedback both written and verbal and through the written statements parents provide in support of the care their children receive. The childminder responds positively to any suggestions to enhance her practice, enabling parents to be involved in the evaluation of her provision. Partnership with other providers, such as the local schools are in place to support children and provide a smooth transition process for children moving on to the next stage in their learning. The childminder is aware of the importance of partnership working with external agencies to secure appropriate interventions if the need arises. The childminder is evaluating her practice suitably and is aware of her strengths and has highlighted some areas of weaknesses in her practice. However, the childminder is not reflecting on the impact of any changes made to the provision and the outcomes for the children, to see if they have

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provision

been successful and help identify further improvements. She has obtained a BA (Hons) Level 6 qualification in childcare and she is interested in attending further training on the Early Years Foundation Stage and child development to continue to improve the service she is providing.

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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 EY450799 Local authority Leeds Inspection number 810618 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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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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