Childminder in Leeds

Inspection date

Previous inspection date 07/02/2013 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

 Relationships and attachments between the childminder and children are good. This means children are happy, feel safe and secure in the childminder's care.  The childminder safeguards and promotes children's welfare and learning well. She ensures all reasonable steps are in place to maintain a safe, clean, stimulating and challenging learning environment. She does this effectively by implementing clear policies, procedures and by being actively involved in children's play.  Through effective use of praise, children are confident in their own abilities and they understand what acceptable behaviour is. The childminder provides good opportunities for children to be independent and she helps them to learn about the importance of leading healthy lifestyles and keeping themselves safe.  Parents are actively encouraged to be involved in their child's learning and they speak very highly about the service and care their children receive.

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It is not yet outstanding because

 The childminder is still developing ways in which she incorporates children's views in future improvement plans.  Information sharing regarding children's progress and experiences is not fully effective with some settings that children attend. Therefore, their continuity of learning is not maximised.

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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 arrived at the setting and had a tour of the premises and observed children in the kitchen and playroom.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation, self- evaluation, a selection of policies and children's records.

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Inspection activities

 The inspector took account of the views of parents through information provided in parental questionnaires and letters.

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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 partner and four children aged 13, 11, eight and three years in a house in Thorpe, Wakefield. The whole of the ground floor and rear garden are used for childminding. The family has two gerbils as pets.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools, nursery and pre-schools.

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Information about the setting

There are currently eight children on roll, six of whom are in the early years age group and they attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the National Childminding Association.

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

 develop further monitoring and evaluation systems by improving how children's views contribute to improvement plans to improve the provision for children

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

 strive towards establishing strong relationships with all settings involved in children's learning so that information sharing regarding children's experiences and progression is consistent across all settings.

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who attend

The childminder has a good understanding of the learning and development requirements. She organises her playroom so that children have free access to a wide range of stimulating resources across all seven areas of learning. This encourages children to make safe and independent choices in their play and enables them to initiate their own ideas. This fosters well their eagerness, motivation and enthusiasm to learn. Through her observations the childminder knows the children very well and she has a clear picture of their abilities, skills and knowledge. For example, she recognises that some children are inquisitive and thrive in their learning by asking lots of questions, while others like to express their imagination through dressing up and role play. The childminder uses her knowledge of how young children learn to effectively support their progression and ensure they are well prepared for the next stage in their learning. For example, she skilfully

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who attend

answers children questions about the Chinese display and the doll's skin tone by explaining about different cultures and beliefs. This contributes to strengthening the positive impressions the children have about themselves and other people in society. This supports their progression in understanding the world and different communities. Through her observations and regular assessments, the childminder ensures she plans a good range of challenging activities so that children progress comfortably within expected levels for their ages. Also, through completing the progress check at age two, the childminder ensures any early intervention that may be needed is quickly and efficiently identified. The childminder's ability to re-shape tasks to support children's effective learning is good. For example, children turn a routine drawing activity into a task to make kites. The childminder encourages them to think about how they can attach the string to their kite

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who attend

and talks to them about the different shapes they are creating. This supports children's mathematical development and encourages them to be active and creative thinkers.

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who attend

The childminder is actively involved in children's play and she interacts with them very well. For instance, the children laugh with excitement and thoroughly enjoy dressing the childminder up during their role play activities. These activities not only support children's development in expressive arts and design but also promote their communication and language skills. For example, children negotiate and communicate their own ideas when narrating their own stories. The childminder provides a good range of early writing activities and opportunities for them to develop their literacy skills. For example, younger children enjoy exploring the paint with their hands and she encourages older to write their names on their artwork, sounding out letters. Through fun activities children learn about colour, space and measure. For instance, they enjoying weighing the baking ingredients and when choosing their cutlery they eagerly find items of the same colour. They use

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who attend

language, such as big and small, when describing their plates and cups.

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who attend

Through gentle reminders about being kind, sharing and taking turns, the childminder positively encourages children to have cooperative and harmonious relationships with their peers. Children are happy and they approach their play with enthusiasm. For example, they enjoy designing and creating their kites. Older children demonstrate their independence skills when making their own sandwiches for lunch and they are confident to engage in conversations with others. Through regular outings, which include visits to the park, farm and walks, children have good opportunities to explore the world in which they live, nature and to develop their physical skills. For example, children learn where food comes from when engaging in activities, such as pumpkin and blackberry picking. When playing at the park, they climb, run, balance and use small apparatus.

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who attend

The childminder gathers detailed information from parents when children first start at the setting, such as their likes, abilities and care arrangements. This ensures the childminder is fully aware of children's starting points. Through children's developmental records, which includes information on children's progress and care arrangements, parents are kept well informed about their child's day and progress. This includes providing information for parents on children's individual targets so that they can support children's learning at home.

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

The childminder has strong and positive attachments with children. She fosters this well because she has good arrangements in place for settling children. For example, she gathers and shares good quality information with parents about children's needs. When children first start, she gradually builds up the length of time they are in her care. This results in happy and content children who feel safe and secure in the setting. The childminder supports children's progression well because she provides a stimulating and welcoming learning environment to cater for their all-round development and emotional well-being. Through positively praising children, the childminder promotes children's confidence and self-esteem. She is a good role model and provides consistent routines, this supports children's understanding of what is acceptable behaviour, such as being kind and respectful towards others. The childminder ensures she spends time with all children

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

so that they feel special and valued, which results in children having a positive self-image. The children have good opportunities to be independent appropriate to their ages. For example, older children help to make their own sandwiches and she encourages babies to use their own spoon when feeding. In addition, children of all ages have free access to a wide range of resources appropriate to their ages so that they can make their own choices in play.

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

The childminder promotes children's health well. For example, she provides a healthy and nutritious diet, which includes children growing foods in the vegetable patch and activities in the community, such as blackberry picking. These activities also provide good opportunities for fresh air and exercise. Through daily routines, such as hand washing, the children are developing their self-care skills as well as learning about the importance of good hygiene practices. In addition, by involving children in everyday routines, such as helping to prepare meals, she fosters their personal, social and emotional development. Through a wide range of activities, children are learning about ways in which they can keep themselves safe. For example, older children confidently explain what they need to do if they hear the whistle. They say that they must go outside in case there is a fire and not return until the childminder says it is safe. In addition, when caring for babies, the

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

childminder provides the space and freedom for them to explore while being kept safe through her supervision and support. The childminder takes children on regular outings, such as to the park, farms and local shops. These opportunities provide experiences for children to learn about risks in their local environment, such as road safety and stranger danger.

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

The childminder provides good opportunities for children to socialise with others. For example, she attends toddler groups and has regular contact with other providers. She takes children to activities at the local school, such as assemblies. These activities help prepare them for their next stage in learning because any transitions are smooth and well planned for.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding, welfare, learning and development requirements. The childminder's high regard to safety means she provides a safe environment for children. For example, through effective risk assessments, policies and procedures, such as dealing with accidents and safe administration of medicines, the childminder takes all reasonable steps to keep children safe. Through having a good knowledge of child protection issues, which includes accessing training, the childminder is aware of potential signs of abuse and neglect. This means she has a secure understanding of her responsibilities regarding protecting children from harm. For example, she knows what she must do if she has any concerns and which agencies she must inform.

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provision

The childminder has a positive and strong commitment towards monitoring and evaluating her service. She regularly reviews and monitors children's progress records and planning documents to ensure she offers a broad range of activities across all areas of learning. This contributes to her identifying gaps, which she can takes steps to remedy. For example, she purchases resources to meet children's developmental needs and likes, such as extending dressing up outfits to support children's imaginary development. Furthermore, through the recent development of a designated playroom, the children now have access to more choice and they have the space and freedom to display their work on the walls. This contributes to children having a sense of belonging. The childminder is beginning to complete a written self-assessment of her evaluations. This contributes to her clearly identifying a number of areas she wishes to improve, such as the outdoor area,

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provision

resources and refining how she records children's progress. This demonstrates her ability to reflect on her service. Through parental questionnaires, seeking advice from other professionals and some discussions with children, the childminder is positively striving towards involving others in her self-evaluation. However, ways in which she gathers the views of all children, to involve them in future improvements, is not as well established as it is for parents and other professionals. Through accessing a wide range of training courses and seeking support from others, the childminder promotes a strong commitment towards an effective programme of professional development.

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provision

The childminder's relationships with parents are good. Through sending home children's progress records and regular discussions, she provides good quality information on what children can do and their next steps in learning. In addition, notice boards, monthly newsletters and daily discussions provide a good exchange of information about children's care needs, activities children engage in and future improvement plans. This effective communication contributes to meeting children's individual needs. Comments from parents are very positive about the care children receive. They speak highly of the welcoming environment, the excellent range of activities, the high levels of care provided and how the childminder supports children's progression so that they thrive and learn well. The childminder communicates with all settings children attend, such as school and nursery, especially regarding children's emotional and care needs. Her relationships with some

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provision

settings are much stronger and the information she receives from these is more comprehensive. For example, from one setting she receives detailed planning records. This enables her to effectively complement and balance children's experiences at the setting with those she provides at home. However, despite having positive relationships with other professionals, detailed information sharing does not yet extend to all settings children attend. As a result, the childminder is not as effectively able to complement children's learning where information is not as forthcoming. The childminder fully understands the importance of working in partnership with external agencies, such as health professionals so that appropriate measures are taken to meet any identified needs children may have.

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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 EY448201 Local authority Leeds Inspection number 881838 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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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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