Childminder in Leeds

Inspection date

Previous inspection date 12/03/2013 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

 The childminder has a secure knowledge of how young children learn. She is well qualified and experienced in childcare. Consequently, children are provided with a good range of stimulating, challenging and fun activities, which supports them to make good progress in their learning.  The childminder's open and skilful questioning of children during activities supports them to develop their vocabulary and consolidate their learning whilst encouraging them to develop their own ideas.  Children are settled and show good levels of confidence in the childminder's care because she gives a high priority to ensuring she understands their individual needs and works in close partnership with their parents.  Children are learning how to keep themselves safe and healthy through well planned daily routines and age appropriate activities.

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It is not yet outstanding because

 The childminder is not making full use of the garden to fully support children's very good outdoor learning experiences.  There is scope to further develop the effectiveness of monitoring and evaluation of the service in order to enhance continuous improvement.

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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 the childminder's interaction with the children.

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Inspection activities

 The inspector had discussions with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector sampled documents, including children's development records, policies, procedures and risk assessments.

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Inspection activities

 The inspector observed the resources on offer in the living room and playroom and took account of how they are organised to support children's learning.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 11 and eight years in a house in Morley, a suburb of Leeds. The childminder uses the first and second floor of the home for childcare purposes and there is an enclosed garden for outdoor play. The family has a pet dog.

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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 and pre-schools.

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Information about the setting

There are currently six children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the National Childminding Association. The childminder holds a recognised childcare qualification at level 3.

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

 extend further the use of the garden to support children's outdoor learning experiences

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

 enhance the evaluation and monitoring of the provision so that the impact of targeted improvements are assessed to help children accomplish the highest level of achievements.

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who attend

The childminder has a secure understanding of how children learn. She carefully observes children to find out about their immediate interests in order to plan and provide a good range of activities and play experiences. These take account of all seven areas of learning, although a clear focus is given to the prime areas for young children. This ensures they have the key skills needed for the next steps in their learning. The childminder gains valuable information from parents and any previous settings before children are left in her care, enabling her to plan for their ongoing development, given their starting points. This also supports her to settle children quickly and provide a smooth transition from home to the setting by ensuring continuity in their care. The childminder has implemented an effective observation and assessment system. Each child has their own file and the childminder records the observations she makes and links them to the areas of learning.

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who attend

She then identifies how she can progress children's learning based on what she has observed. She shares information about children's development with the parents and monitors children's development through supporting tracker documents and 'Development Matters in the Early Years Foundation Stage'. This complements her already good knowledge of where she has assessed children are in their learning. This method also shows clearly how the children are making good progress and helps the childminder to plan for their next steps of learning. These files are readily available to parents to help them continue to promote their children's development at home, with additional information provided about focussed learning activities. The childminder is aware of her responsibility to complete a progress check at age two on children and share information with the parents. This further ensures that parents have a clear picture of their child's

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who attend

Children have fun playing and learning in this welcoming and stimulating environment. The childminder gives a high priority to valuing children as individuals and ensures she knows their individual needs, enabling her to provide tailored and well planned care and learning. The childminder interacts very well with the children. She offers good support to them, following up on their individual interests well in order to promote their learning through play. For example, the childminder and children play with the small animals, they describe the animals, talk about their footprints and which animal they think has the biggest feet. The childminder extends this play by filling a large tray with shaving foam. Children have great fun playing in the foam. Younger children squeeze it through their fingers and squeal and giggle, copied by the childminder, which raises their self-esteem and confidence. More able children make marks and start to draw the letters of their

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who attend

names, supporting their literacy skills. The childminder reminds the children about the animals and their footprints and children all choose an animal and press them into the foam to make their prints. Together, they decide the tiger has the biggest feet and take turns to make the prints. Older children tell the younger ones the foam looks like snow and they chat about the snowman they built in the park, pointing to the photographs displayed on the playroom wall.

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who attend

The childminder effectively promotes children's communication and language; she introduces new vocabulary to the children as they play by talking to them about what they are doing. They learn expressive language, such as 'slimy', as they describe the foam to the childminder. They explain the marks they are making, for example, children tell the childminder 'I have drawn a butterfly'. The childminder responds by drawing a flower and is thrilled when the older children tell her she needs to put a stalk on it. All children are interested in the heuristic play area the childminder has set up in the play room. They use the varied objects from this area and develop their own play. For example, some children use the pieces of material and sponges as cloths and pretend to wash the windows, while others enjoy the noise the whisk makes as they move it around the old chocolate tub. This supports their imaginative play.

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who attend

The childminder provides a good balance of child-initiated and adult-led play. Children have free access to a good range of resources to support their learning in all areas through self-chosen play within the childminder's home. However, there is scope to enhance further the use of the garden environment to support children's outdoor learning experiences. Children have good opportunities to develop their understanding of nature and the local environment. They enjoy walks to local parks and joining in at the library where they develop their social skills and make relationships with other adults and children. The childminder further supports their understanding of the world by providing opportunities for them to learn about their own community and culture and about those of others in the wider world.

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

Children develop a close bond with the childminder and her family. She is very mindful of their emotional well-being and offers a gradual settling-in period so that they feel comfortable in her home and gain a sense of belonging. She supports children to make choices and this means that they are confident to explore new experiences. Children clearly enjoy the childminder's company and are responsive to cuddles, support and reassurance. The childminder's regular outings and visits to the local school help children to develop confidence and independence in situations away from her home. This also helps children to prepare for a smooth transition to the local nursery and primary school.

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

Children behave well and their behaviour is managed in a calm and consistent way by the childminder. A behaviour policy is shared with the parents to enable them to be fully aware of how their children's behaviour will be managed. The childminder is very positive in her approach to the children and she offers them lots of praise for their achievements and as they share toys and support their friends. The childminder welcomes all children into her home and adapts activities according to their capabilities.

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

Children learn how to keep themselves safe effectively because the childminder teaches them safe ways to have fun with the toys. They regularly practise the evacuation drill from the childminder's home and are learning about road safety when out and about in the community. The children are also learning to tidy up the toys in the playroom when they have finished with them. Children develop an appreciation of healthy lifestyles. They are provided with a good variety of healthy snacks and meals which are freshly prepared and take into account children's dietary needs. Meal times are a social occasion with the childminder sitting with the children to develop their table manners and social interactions. Children enjoy being active and learn about the importance of fresh air and exercise. Younger children's routines for rest and sleep are adhered to and met through the close working relationship with their parents. Children are beginning to develop good self-care

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

skills with young children learning to feed themselves and washing hands after using the toilet.

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provision

The childminder demonstrates a good understanding of safeguarding children. She confidently identifies possible issues and is well aware of the procedures to follow in the event of a concern with regard to children's welfare. All required household members are suitably vetted and the childminder monitors who has access to the children. The childminder completes robust risk assessments of the home, garden and outings which ensure children are kept safe. The childminder has established effective policies and procedures to support the safe and efficient management of the service provided. These are shared with parents, providing them with an insight into the childminder's role and responsibilities. All other required documentation is in place and well maintained. The childminder effectively monitors the delivery of the educational programmes within her setting and has clear procedures in place to observe, assess and monitor children's

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provision

Partnerships with parents are well established and given a high priority within the setting. The childminder regularly talks to parents about how their children have been while in her care and the activities they have taken part in. This, combined with free access to their children's developmental records, means that they are kept well informed of their children's progress and well-being. The childminder has developed close and effective links with the local school and nursery that children attend which enables her to provide and maintain continuity in care and learning. She is working with children to enable them to develop their independence and manage their self-care skills and this prepares them for school, which helps to ensure a smooth transition to the next stage of their learning.

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provision

The childminder is continually evaluating her service and can, therefore, recognise her strengths and areas for improvement. For example, there are plans to access further training and develop the recording of some information to ensure this remains up-to-date and more user friendly for the parents. The childminder includes the parents and children in the evaluation of her provision to ensure their thoughts, views and ideas are addressed. She enthusiastically demonstrates her vision for her practice and shows an eagerness to ensure she continues to provide high quality care and learning for children. The childminder has a positive and strong commitment towards monitoring and evaluating her service. However, there is scope to develop this further by monitoring the impact of improvements on the achievements of the children. The childminder is qualified in childcare to level 3 and has attended other shorter training courses which help to develop

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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 EY450773 Local authority Leeds Inspection number 882375 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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