Home Childcarer in Leeds

Inspection date

Previous inspection date 30/01/2013 03/12/2008

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early years provision

This inspection: 2 Previous inspection: 2 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 enjoy a stimulating range of resources and learning experiences, both in and outdoors, that support their all-round development and their growing independence.  Very good partnerships with parents ensure that they are kept informed about their children's progress and ideas for promoting learning are shared. As a result, children's learning is supported well at home.  Children are very well-supported through transitions because the childminder has good partnerships in place with the local school and other early years providers. This ensures that information to support consistency in their care is shared.  Children's safety and welfare is assured because the childminder gives high priority to safeguarding. Arrangements for safeguarding are strong and well-embedded in all aspects of her provision.

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It is not yet outstanding because

 Children are not always encouraged to explore their own ideas and make links in their thinking, because opportunities to help them connect their learning experiences are sometimes missed.  In some instances, children's development of spoken language is not fully supported because the childminder does not always use grammar correctly.

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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 play room and in the garden.

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Inspection activities

 The inspector asked the childminder questions at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of practitioners working with children and the provider's self-evaluation form.

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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 minds with another childminder in a house in the Horbury area of Wakefield and uses the whole of the ground floor and the rear garden for childminding. The childminder attends a childminder group and the local children's centre. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 17 children on roll, six are in the early years age group who attend for a variety of sessions and 11 are school- age children who attend before and after school. The childminder is open all year round from 7am to 6pm, Monday to Friday, except for family holidays. She is a member of the National Childminding Association. The childminder supports children with special needs and/or disabilities.

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

 encourage children to explore their own ideas and make links in their thinking by using opportunities to help them connect their learning experiences. For example, exploring colours and shapes in the wider environment

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

 promote the use of correct grammar, particularly in everyday conversations, to ensure that children's development of spoken language is fully supported.

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who attend

The childminder has a comprehensive knowledge of the Early Years Foundation Stage and as a result of effective teamwork with her co-childminder, she provides a range of age- appropriate activities to promote children's learning. Overall, their understanding of language is supported well through regular conversations during play and activities, care routines, and singing. However, on occasions, children's understanding of spoken language is not promoted effectively because the childminder uses incorrect grammar, such as, saying 'chuck chucks' instead of 'chickens' whilst reading a story. This means that sometimes children are receiving mixed messages about the correct use of spoken language and this is demonstrated when children repeat the words 'din dins' instead of dinner. The childminder and co-childminder work well together to provide a high standard of care that meets the individual needs of all the children who attend.

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who attend

The childminder plans activities to support children's next steps and spends time playing with them to support their learning. They enjoy her company and the social interaction they share. She works hard to engage less confident children by maintaining eye contact with them and using physical gestures to convey meaning. One example is demonstrating actions during music and rhyme time. Young children's moving and handling skills are promoted effectively during outdoor play, as they manipulate hula hoops, pushing, climbing through and attempting to spin them. Children enjoy reading stories, such as one about a caterpillar, which supports an early understanding of growth and change. However, the childminder does not always use opportunities to prompt or question children and extend their learning, for example, helping them to associate the story with their own healthy eating practices. As a result, children are not always fully encouraged to

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who attend

develop their own ideas and make connections between their learning experiences.

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who attend

The childminder obtains information from parents about children's routines, individual care needs and their likes and dislikes. This helps her settle children and provide a smooth transition from home to the setting by ensuring some continuity in their care. The childminder uses information from observations about what each child is learning to help her to understand where they are in their development and how to help them make progress in their learning. She has a good knowledge of how children learn and closely monitors their progress towards the early learning goals through the use of 'tracker' books. Planned activities take account of each child's individual interests and this ensures that they enjoy challenging experiences, such as, using musical instruments to tap out rhythms to songs. The childminder feeds back to parents on a daily basis. She also records each child's 'learning journey' for parents through scrap books which give them ideas of

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who attend

how to support their children's learning at home and invite them to make comments. 'Christmas books' are a pictorial record of the activities children enjoy and they support written information about their progress. The childminder is currently completing the progress checks at age two.

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who attend

Children are learning to negotiate, share and take turns, for example, taking turns at lifting the flaps on the book during story time. Learning to co-operate and work with others in this way helps to prepare them for the larger social environment when they move on to the local pre-school. They enjoy learning about the world around them through trips to places of interest, such as the museum and a local historical attraction. Outdoor activities ensure that children experience learning in various environments and this makes learning exciting and enjoyable.

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

Children in the childminder's care appear to be happy and settled. They enjoy close, affectionate relationships with her and go to her for support when they feel insecure or upset. Children enjoy a welcoming environment that has a large number of resources both indoors and out that support their all-round development. They are confident around visitors and demonstrate that they feel safe as they independently choose from the resources available. The childminder is a good role model, prompting children to say 'please' and 'thank you'. Children are developing good peer relationships within their group, demonstrating behaviour which is kind as they share and take turns. Unwanted behaviour is skilfully and sympathetically managed and age-appropriate explanations support children's developing understanding of right and wrong. As a result, they are well- behaved.

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

Children enjoy outside play in all weathers where they develop physical skills, whilst learning how their bodies benefit from healthy exercise. For example, they enjoy play on slides and ride on toys in the garden. A varied selection of resources and learning experiences that suit all ages ensures all children are able to participate to the best of their ability, for example, trips to country parks and fun days. The childminder ensures children drink plenty of water and they are given choices of fresh fruit and vegetables at snack and meal times. Home cooked meals are balanced and nutritious and planned topics, such as healthy eating, further support their understanding of how to lead a healthy lifestyle. Children's independence is promoted well through everyday routines. Younger children are encouraged to feed themselves and support is given where needed. They learn personal hygiene through daily routines. Children learn about their own safety

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

as they risk assess for themselves, for example, learning road safety during walks in the local area.

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provision

The childminder has a good knowledge of child protection issues. Children's safety is given the highest priority across all aspects of her provision. She has completed safeguarding training to develop her understanding of how to keep children safe. She ensures the setting is safe and suitable for children and she follows detailed risk assessments and policies and procedures to safeguard children when in the setting and out on trips. Safety measures, such as, high visibility jackets for younger children and wrist bands for older ones reinforce children's safety whilst off the premises. The childminder 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.

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provision

Detailed records are maintained of all visitors to the setting and a register of the children's attendance, including when they arrive and leave, is in place. The childminder supports parents' understanding of her practice by providing them with copies of the policies and procedures so they are clear about the service she provides. Procedures regarding the use of mobile phones and cameras by older children who attend the setting are also implemented.

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provision

The childminder has a thorough understanding of the learning and development requirements and with effective support form her co-childminder, monitors how these are implemented. Child and adult-led planning is flexible and takes account of children's interests, next steps and preferences for learning. This ensures that they make good progress towards the early learning goals.

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provision

The childminder consults with parents through daily feedback, evaluation sheets and open evenings. She responds positively to any suggestions, enabling parents to be involved in the evaluation of her provision. Partnership with other settings, such as the local schools and other early years providers ensures information is shared to support the care of children and provides a smooth transition process for children moving on to the next stage in their learning. The childminder provides care for children who have special educational needs and/or disabilities and the professional partnerships she has in place support early intervention. The childminder evaluates her practice and is aware of her strengths and has highlighted some areas of weakness in her practice. She accesses training that she feels will increase her knowledge and improve the service she provides, for example, how to ensure her provision is fully inclusive.

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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 321760 Local authority Wakefield Inspection number 872125 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 17

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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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