Childminder in Leeds

Inspection date

Previous inspection date 25/01/2013 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 The childminder offers children a warm, safe, caring and friendly environment ensuring children settle well and has built up appropriate relationships with parents.  Children's language development is given priority with confident and skilful practices from the childminder to support new vocabulary and help them to build confidence in communication skills.  Children are able to choose freely from the wide range of toys and resources, which means they are able to decide what they want to play with and are able to follow their interests.

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It is not yet good because

 Children's learning journeys begin to provide a record of their time with the childminder but they do not give the childminder enough information about what the children know and can do to plan the next steps for children across the seven areas of learning.  The childminder has not yet fully developed the procedures for self-evaluation to identify a well-targeted improvement plan to support children's achievements.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 that children were involved in.

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Inspection activities

 The inspector sampled some documents as part of the inspection, including children's records, policies and procedures.

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Inspection activities

 The inspector had ongoing discussions with the childminder at appropriate times during the inspection.

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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 two children aged five and three-years-old on the outskirts of Leeds. The whole of the ground floor, upstairs bathroom and rear garden are used for childminding purposes.

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Information about the setting

The childminder attends toddler groups 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 and pre-schools.

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Information about the setting

There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays.

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must:

 use observations of the children to assess each child's progress across all seven areas of learning and use this information to plan the next steps, which will challenge and extend each child's learning and development.

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

 develop the system of self-evaluation that takes into account the views of parents and is based on careful monitoring of practice and its impact on children's learning needs and areas of improvement.

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who attend

The childminder has a sound knowledge of the seven areas of learning and she provides the children with an appropriate range of activities that they enjoy participating in. She talks with the children throughout the activities, introducing new language. For example, the children talk about what their parents do as jobs. The childminder links this well to playing hospitals as the children are keen to explain that their daddy works at the hospital. Together the childminder and children pretend to play with the toy medical box and show how to take blood pressure. This ensures that children's development of understanding the world and their imagination is progressing well. The childminder encourages the older children to show younger ones how to build the train track and together they complete this task. The childminder asks the children the shape of the track and children recognise the round shape and that it is brown in colour. Children then reach for the bricks and

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who attend

explain that they are making a tall tower with the blue bricks. These activities ensure that children are developing a good variety of mathematical skills, learning about shape and size.

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who attend

The childminder explains that she takes children regularly to the library where they enjoy choosing books and also attend story time. They can also access a good selection of books independently, which are age-appropriate and include story and picture books for children. This helps to promote their literacy and communication skills. Children get suitable opportunities to develop their physical development through an appropriate selection of resources in the garden that children regularly access. For example, trampoline, swings, see-saw, balls and bicycles. She also ensures that they go out daily for walks to local parks, museums and children's groups, where they develop both their physical and social skills.

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who attend

The childminder has a sound knowledge of the seven areas of learning and has started to make observations, supported by suitable photographic evidence, of the children engaged in their activities. However, she has yet to identify where children may be in their own development pathway and plan the next steps to challenge and extend children's learning and development. The childminder has completed planning both long and short term, which covers all areas of learning and she evaluates the activities. Parents are appropriately informed about children's learning and development, through the childminder collecting information about children's starting points, when they first begin with her. She also encourages parents to contribute into the profiles regularly, explaining what activities they do at home. This ensures that children are appropriately challenged in their learning and promotes continuity of care and development.

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

The childminder has recently commenced her childminding, she is getting to know the children well and responds in a sensitive way to their needs and requests. She is very supportive of each child, and checks they are happy and settled and provides gentle assistance when needed.

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

Children's behaviour is good as they are provided with a wide range of activities that keep them interested and the childminder has clear boundaries and expectations for behaviour. She is a good and positive role model and encourages good manners. For example, children are reminded to say 'please' and 'thank you' when being given their snacks.

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

Children's independence and self-care skills are promoted well as the childminder encourages children to put the toys away and also to put the anti-bacterial gel on their hands prior to having snacks and a drink. She has well-established nappy changing procedures in place. For example, she wipes down the changing mat before and after use and disposes of the nappies immediately and cleanses her hands before and after. This helps to prevent cross-infection. Children are developing an awareness of healthy lifestyles with a good focus on outdoor activities. They play in the garden and go on regular outings to the local park, daily walks and places of interest around the community. The childminder encourages children to play outside in the garden daily, where they run around and play on the wide selection of resources. For example, children enjoy the challenges of the swing, slide and trampoline. Children are provided with healthy and

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

nutritious snacks, main meals and drinks of water and milk throughout the day. A menu is available for parents to see what their child has had. All dietary needs are recorded when children first start and parents are asked to inform the childminder of any changes. The childminder has well-written policies relating to staying healthy and hygiene, which she implements to ensure a clean, healthy and hygienic environment.

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

The childminder helps children to learn about their own safety very well. For example, when caring for babies and young children, she provides the space and freedom for them to explore and access toys safely and she is always to hand to supervise and support children in her care. The childminder has safety features in place to protect children, for example, safety gates, socket covers and she has a written evacuation procedure and practises fire drills with the children regularly. Children also learn about how to stay safe when out and about. For example, children explained how they hold onto the pushchair when walking to school and look for cars and have drawn pictures of road crossings which are displayed around the home. This means that children learn about staying safe and how to vacate the home in an emergency situation.

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

The childminder fosters children's sense of community and responsibility as they go out regularly into the local community, for example, to collect children from schools and pre- schools. This sense of familiarity and the links the childminder promotes with other practitioners supports children's ongoing learning. This good combination provides support that helps build children's self-esteem and helps them develop key skills for moving onto school.

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provision

The childminder has an appropriate knowledge and understanding of safeguarding and welfare requirements and her responsibilities to the children that she cares for. All required documentation is in place and she has attended a safeguarding course. She is familiar with the child protection procedures, signs and symptoms of abuse and who to contact should she have any concerns about a child in her care and has a policy to support this. The childminder has created detailed risk assessments for reducing hazards to children, which include all areas they use indoors, outside and any outings they go on, she also conducts daily checks prior to the children arriving. This ensures a safe and secure environment for children in her care.

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provision

The childminder demonstrates a suitable commitment to improving her service and to ensuring that she meets each child's unique needs. However, she has yet to fully implement procedures for self-evaluation to clearly identify her strengths and any weakness in her service, as well as her plans for future development. This will ensure that the childminder continues to develop her service and improve outcomes for children. She has completed a first aid course and her pre-registration training along with a safeguarding course.

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provision

The childminder is building effective partnerships with parents and she provides them with written information each day about their child's routines and the activities they have enjoyed. She has sought their views about her service though reviews and has received complimentary comments about her commitment to meet their child's needs. She ensures that parents have regular opportunities to contribute in their child's profiles, to ensure continuity of care and learning both at home and at the setting. The childminder understands the importance of working in partnership with others involved in children's care and learning and to liaise with them closely and has built positive links with other providers that children attend.

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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 action. 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 EY450072 Local authority Leeds Inspection number 811020 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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