Childminder in Leeds

Inspection date

Previous inspection date 25/02/2013 27/09/2010

p.1

early years provision

This inspection: 2 Previous inspection: 3 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

 The childminder provides a warm, welcoming and stimulating learning environment, in which children are secure, happy and confident.  The childminder is particularly effective in helping children make good progress towards the early learning goals, because she works in close partnership with parents. She records children's starting points in each area of learning and uses this information, together with children's interests, to plan challenging activities.  The childminder has a good understanding of how children learn and what they need to learn. She reviews their progress using a cycle of observation, assessment and planning to ensure she continues to provide resources and support suitable for children's individual interests and stage of development. This helps ensure children enjoy learning and make good progress towards the early learning goals.  The childminder is knowledgeable about how to keep children safe and provides a safe

p.1

It is not yet outstanding because

 The organisation of the creative/art area, does not allow children to consistently self- select resources and equipment, to enable them to develop their own creativity, practise techniques they have learned, or solve problems for themselves.

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 watched the childminder play with the children and talked to her at convenient times throughout the inspection.

p.2

Inspection activities

 The inspector looked at children's assessment records and a range of policies and other documents.  The inspector viewed the areas of the premises that are used for childminding.

p.2

Information about the setting

The childminder was registered in 2010. She is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and children aged 11 months and four years, in Swarcliffe, a suburb of Leeds. The ground floor and first floor bathroom and toilet of the property are used for childminding purposes. There is a fully enclosed rear garden for outdoor play. The family has a dog as pet.

p.2

Information about the setting

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

p.2

Information about the setting

There are currently four children on roll, two of whom are in the early years age group and attend for a variety of sessions. She operates all year around from 6am to 8.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the National Childminding Network. She has recently obtained a relevant level 3 childcare qualification.

p.3

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

 provide further opportunities for children to consistently self-select resources to enable them to develop their own creativity, practise techniques they have learned and solve problems for themselves.

p.3

who attend

The childminder observes children closely and liaises with parents. She understands individual children's interests, developmental stage and ways they like to learn. This enables her to tailor activities and resources to provide interesting and challenging activities to meet the needs of each child. As a result, children are gaining the skills and attitudes to prepare them for the next stage of their learning.

p.3

who attend

Children learn well because they are happy and interested. The childminder knows how to engage children's interest in reading particularly well. She provides a range of good quality fiction and non-fiction books. She uses books very effectively to teach children about many ideas and concepts. For example, the childminder reads to a young child and a baby. She uses the story and pictures to encourage children to think about feelings and emotions. She reads books that introduce mathematical ideas and books that encourage children to predict and begin to understand the structure of books and words. For example, she understands the importance of stories that have rhyming and predictable text. Children join in with repeated refrains and 'read' books aloud for themselves. This means children learn to love books and learn from books.

p.3

who attend

The childminder has a good range of resources that enable children to develop in all areas of learning. For example, children play with small world set. This comprises of a townscape, and includes a range of buildings and inhabitants. Children develop their imagination and language and re-enact their knowledge of the world, by acting out the roles of, for example, the baker and the fire-fighter. The childminder sensitively supports children's play by, for example, suggesting ideas and vocabulary.

p.3

who attend

The childminder makes good use of the garden to extend children's opportunities. For example, children find out about plants and insects as they grow vegetables. They learn to climb and balance on the climbing equipment. This helps children understand the world and develop physical skills.

p.4

who attend

The childminder understands what children need to know and how children learn well. She provides resources and takes opportunities to introduce new ideas and skills into children's play. For example a child chooses to play with a set comprised of a bowl containing wooden fruit that can be cut into halves and quarters. The childminder uses the child's interest to teach a range of mathematical ideas, such as number and shape. Thus, the childminder ensures that children have opportunities to progress towards all the early learning goals.

p.4

who attend

The childminder involves parents in their children's learning. When families first start, she explains the importance of working in very close partnership. She asks them what their children like doing and can do and uses this information to record children's staring points. This enables her to plan interesting and challenging activities and measure children's rate of progress towards the early learning goals. It also enables her to identify any situations where further intervention may be necessary.

p.4

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

The childminder provides a calm and caring, welcoming environment and children are obviously very happy in her care. Children benefit from having the childminder alongside them, sensitively encouraging and supporting their exploration of their environment, whilst encouraging their independence. Children have developed strong and positive relationships with the childminder, who promotes a sense of security and emotional well- being for the children in her care. Children are confident and snuggle up to the childminder whilst they read stories together.

p.4

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

The childminder encourages new parents to visit with their children and stay and play for a number of sessions. This means she can get to know the families well, before she starts to look after them. It also helps ensure a smooth transition for children from home to the childminder's care. She uses these sessions to exchange important information. This helps the childminder work with the parents to provide consistent care and allows children time to build strong relationships with her. The childminder is very perceptive and observes children closely. In this way, she accurately identifies their interests and stage of development. This ensures that children have a high sense of well-being and this will help them develop confidence, self-motivation and a love of learning.

p.4

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

The environment has a homely feel, yet children have plenty of space to play. The playroom is well organised and opens, through patio doors, into an enclosed garden. This is landscaped to provide a good range of learning opportunities. For example, there is a decking area with table and chairs, interesting features, including gravelled areas and raised beds where children grow vegetables. There is also a range of climbing equipment. The garden can be used safely in all weathers. This ensures children get plenty of fresh air and exercise.

p.4

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

Children are able to choose freely from a good quality range of resources. These are safe and are carefully chosen to promote areas of learning. These are stored in accessible storage boxes. This helps ensure that children independent, motivated and interested and make good progress towards the early learning goals. However, the organisation of the creative/art equipment, does not consistently allow children to self-select a piece of equipment or resource, which they might need for their project. There is therefore scope to improve availability of these resources, to allow children to make the best possible progress in expressive arts and design.

p.5

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

The childminder promotes children's health well, supported by clear policies, records and practice. Children are encouraged to keep themselves healthy. For example, they know to wash hands before eating and why. Children are offered healthy choices at snack time, for example, fruit and cheese. Parents generally provide lunches, but if children attend the setting after 5pm, she provides a nutritious cooked tea, of for example, pasta bolognaise or jacket potatoes.

p.5

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

The childminder takes children to a local stay-and-play group at least once per week and they regularly visit the library. This gives children opportunities to experience different surroundings and build relationships with other children. This contributes to their personal and social development and gives them skills they will need when they move on to school.

p.5

provision

The childminder is committed to continually reviewing and improving her practice and has recently completed the Cache Level 3 qualification in Childcare and Teaching Assistant. She is knowledgeable about the safeguarding and welfare requirement of the Statutory Framework for the Early Years Foundation Stage and understands her responsibility to keep children safe. She has a range of effective written policies and procedures which support her practice and inform parents about her childminding service.

p.5

provision

The childminder understands her responsibility to meet the learning and development requirements of the Early Years Foundation Stage and has high expectations of all children. She has made good progress in meeting the recommendations identified at the last inspection and this has improved children's experiences and the progress they make in their learning. She now identifies children's starting points. She uses these in consultation with parents to provide an effective range of resources and programme of activities, which provide a good level of challenge, and are appropriate to children's age and stage of development. She monitors children's progress in all areas of learning using the document 'Development Matters in the Early Years Foundation Stage'. She is therefore using an effective cycle of observation, assessment and planning to ensure children continue to make good progress and is able to ensure appropriate interventions are secured if children

p.5

provision

The childminder has good links with the local school and takes children to stay-and-play sessions, which the school organise about once a month. This ensures pre-school children become familiar with their local school and this will help them settle into school quickly and take full advantage of their next stage in learning.

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.6

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 EY408041 Local authority Leeds Inspection number 875350 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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:

p.7

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.

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.7

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