Childminder in Leeds

Inspection date

Previous inspection date 11/02/2013 02/11/2009

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early years provision

This inspection: 3 Previous inspection: Met 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder has a warm and caring nature, which helps children settle quickly and feel secure.  The childminder provides a range of experiences for children to participate in. Consequently, they have sufficient opportunities to make expected progress in their learning and development.  Children's communication skills are fostered well, resulting in good interactions between themselves and the childminder.

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It is not yet good because

 Assessment of children's learning is not consistently rigorous to always inform planning accurately. This occasionally results in learning experiences being provided that do not have sufficient challenge to enhance the progress children make towards the early learning goals.  Self-evaluation lacks rigour and fails to routinely take account of the views of parents.  There are fewer activities and resources provided to enhance children's knowledge and understanding of people's similarities and differences.  Children have few quiet times in the childminder's home without background noise, which sometimes distracts them from concentrating and channelling their attention on activities.

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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 childminder's conservatory, which is used as a playroom.

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Inspection activities

 The inspector looked at children's assessment records, the childminder's self- evaluation documentation and a range of policies and procedures.

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Inspection activities

 The inspector held discussions with the childminder and observed her interaction with the children.

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Information about the setting

The childminder was registered in 1999 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in Methley on the outskirts of Leeds, West Yorkshire. The whole ground floor of the house and the bathroom on the first floor are used for childminding. There is a fully enclosed garden for outside play. The childminder works on occasions with an assistant. The family has two dogs, three cats, two rabbits and a hamster as pets. The childminder frequently attends a toddler group and visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 10 children on roll, of whom three are in the early years age group and attend for a variety of sessions. The childminder operates Monday to Friday from 7.30am to 6pm for 46 weeks of the year. She receives support from the local authority.

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must:

 improve assessments of children's learning by ensuring these are consistently rigorous, and use this information to precisely plan challenging learning experiences that will support children's ongoing progress.

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

 improve self-evaluation, including routinely taking account the views of parents, in order to continually improve the quality of provision for children

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

 provide further activities and resources to enhance children's knowledge and understanding of people's similarities and differences

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

 enhance opportunities for children to concentrate and channel their attention by keeping background noise to a minimum, with particular regard to not having the television on at all times and using it only for particular purposes.

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who attend

The childminder has a satisfactory understanding of how to encourage children's learning and development. She offers appropriate levels of support to ensure all children enjoy the activities they participate in. The childminder adequately plans activities, taking into account children's interests and capabilities. She has recently introduced learning journeys for children, which include some observations and link to the areas of learning. These are developing and enable her to track children's progress more easily. However, assessments of children's learning are not always rigorous or consistent enough to help her precisely plan future experiences that will fully support children's learning and development. This occasionally results in learning activities being provided that do not have sufficient challenge to enhance the progress children make towards the early learning goals. A suitable induction period includes the childminder discussing children's starting points with

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who attend

parents. Consequently, when children start to attend she is able to build on their current achievements.

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who attend

The childminder effectively uses tone, intonation and facial expressions to further promote younger children's developing communication skills. However, the television is always on in the childminder's home and this results in children having few occasions when there is no background noise. This sometimes affects their ability to concentrate and distracts them from enjoying playing and learning from other things. The selection of books made available to children and trips to the library appropriately nurture their enjoyment of the written word. The childminder provides opportunities for children to grow and care for cress from seed and feed the ducks at the canal. This nurtures children's understanding of the living world. The childminder demonstrates a positive attitude to equality and diversity and enters into discussions with children to raise their awareness of the wider community. However, although she celebrates Chinese New Year with children and some Christian

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who attend

festivals, there are fewer other related resources or activities to help children develop positive views about different families and communities. This impacts on the range of opportunities children have to enhance their knowledge and understanding of people's similarities and differences. The childminder satisfactorily encourages children's awareness of mathematical concepts, for instance, when playing matching games, completing jigsaws and measuring ingredients for baking. Children's creativity is nurtured appropriately as they enjoy painting, manipulating dough and making badges.

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who attend

The childminder has developed friendly relationships with parents. She speaks to them daily about the experiences their children have enjoyed. A written diary is also completed for younger children when requested by parents. Consequently, parents are able to continue children's learning at home through highlighted activities. The childminder satisfactorily prepares children for their transition from her setting to school. She familiarises them with the walk to the school premises as they join her to drop off older children. Some positive discussion also takes place about the move. This helps to ensure a smooth transition for children from her setting to school.

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

The childminder works on occasions with an assistant. However, she is the key person for each child. Children initially come for short visits with their parents to encourage them to settle into the new childminding environment. Consequently, they feel secure and demonstrate a sense of belonging. The childminder praises and encourages children, which positively promotes their confidence and self-esteem. Children behave well in response to the childminder's patience and realistic expectations.

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

The childminder has converted her large conservatory into a playroom. She has organised it appropriately to enable children to freely access the wide range of resources. These are stored in boxes and baskets at the children's height, and the childminder ensures they are clean and well maintained. Consequently, children explore safely and have many opportunities to make choices independently. Children's knowledge of personal safety is adequately promoted, for instance, through regular fire evacuation drills and occasional road safety activities. This satisfactorily contributes to children developing an awareness of possible dangers and how to keep themselves safe. All children are able to rest and sleep according to their individual needs. They have sufficient opportunities to take part in physical play activities, for example, they visit the park and play in the garden during the summer months. In the winter, children

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

go for walks, sometimes visit a soft play centre and regularly use sit-and-ride toys and small climbing equipment at the toddler group. Consequently, they have reasonable opportunities to test and develop their physical skills. The childminder promotes children's knowledge of healthy food options appropriately through discussion. She provides regular meals including pasta dishes, sausage rolls and fresh fruit, which ensures children are suitably nourished. They are learning good personal hygiene through consistent routines and positive role modelling. Children do not attend if they are feeling unwell, which enables the childminder to protect others from illness.

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provision

The childminder demonstrates a suitable understanding of her role and responsibility with regard to children's learning and development and the safeguarding and welfare requirements. She ensures children have sufficient opportunities to make expected progress in a secure and safe environment. The childminder has attended relevant safeguarding training in the past and demonstrates a satisfactory understanding of associated issues. Consequently, children are protected appropriately. Risk assessments and daily checks of the childminder's home and resources are used well to reduce the chance of accidental injury.

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provision

The childminder provides a home-from-home environment where children learn and have fun. She is beginning to consider ways of improving her practice, as she reflects on the service she offers. She has recently contacted an early years professional from the local authority to advise her, and liaises with other childcare workers to discuss practice issues. These links are highly beneficial to the childminder and the service she provides. However, self-evaluation lacks rigour and does not routinely take account the views of parents. This impacts on the childminder's ability to identify all of the strengths and weaknesses of her setting, make plans for improvement and gain any necessary further support that will help her raise the quality of her practice. The childminder has attended many courses in the past and ensures all mandatory training, such as first aid, is attended. She currently has plans to attend further training, including an update for safeguarding. The childminder has

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provision

a good understanding of the advantages of liaising with external agencies to enable children to meet their full potential. She talks to parents about children's individual needs to ensure they are met, for example, with regard to any special dietary requirements children may have. The childminder has some contact with other practitioners where children access care and education in more than one setting, for instance, at playgroup, nursery or school. This enables her to satisfactorily complement activities. The childminder has made some improvements since the last inspection, including reviewing risk assessments. This has a positive impact on keeping children safe.

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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 512047 Local authority Leeds Inspection number 817334 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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. 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

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Type of provision

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, safeguarding and child protection.

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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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