Hulland, Louise

Inspection date

Previous inspection date 22/04/2013 18/12/2008

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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

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This provision is good

 The childminder assesses children's understanding and supports their learning by asking lots of questions, which enhances their language development. High regard is given in particular to supporting children's language skills and mathematical concepts. As a result, children make good progress in their learning and development overall.  Children are well supported to learn to share and play co-operatively with each other. This is because the childminder understands child development including the challenges the youngest children face when learning to behave well.  Events organised to take place through attending playgroups and outings in the community prepares children for change, including when they start school.

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It is not yet outstanding because

 The childminder is not fully effective in involving parents in sharing information about the learning taking place or encouraging them to actively contribute to their child's progress. This lessens opportunities for parents to enhance and continue their child's learning at home.  Planning does not always include a wide variety of outdoor play provision. This means opportunities for richer learning experiences outside are not fully explored.

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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 spoke with the childminder at appropriate times throughout the inspection and observed her practice with children indoors and outside.

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Inspection activities

 The inspector looked at a sample of children's progress records, photographs, policies and procedures and other documentation.

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Inspection activities

 The inspector took into account the written views of parents who contributed towards the inspection.

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Inspection activities

 The inspector observed the childminder with children during a painting and play dough activity.

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Information about the setting

The childminder was registered in 2003. She is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children aged two, 12 and 15 years in a house in Kippax, West Yorkshire. The whole of the ground floor, bathroom on the first floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends a twice weekly toddler group and visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 10 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 7.15am to 6.15pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance the existing information available to parents to give them further opportunities to become involved in continuing their child's learning at home

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

 refine the planning systems to include more details about a wider range of outdoor activities to further support children's progress and next steps in learning.

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who attend

The childminder is confident in using different ways to teach children and support them to make good progress in their learning. This is because she has a positive attitude towards developing her professional working practice through attending training and forming effective partnerships with childminding colleagues. The childminder demonstrates a secure understanding of teaching children through a good balance of planned and spontaneous activities that occur as part of the daily routine. For example, she encourages children to count as they make pretend peas and sausages with the play dough and she draws their attention to the colours of paint they choose as they sponge print. She plans activities that make links in children's learning. For instance, she organises a printing activity with a clear focus to help children identify primary colours, but which also helps them learn to share and take turns with the resources. This shows she observes children

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who attend

and responds to what is needed to help them develop and make progress.

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who attend

The childminder provides a welcoming, comfortable, homely environment for children. Some children have attended the setting since babyhood so are very familiar with their surroundings and, as quoted by one parent, it becomes a 'second home'. This helps children develop in confidence because they feel safe, secure and happy. Children make good progress in their learning and development because the childminder teaches them through play alongside a wide variety of additional learning experiences. For example, children regularly attend local playgroups, physical play activity centres, visit other childminded children, go for walks to the park and sometimes take part in trips further afield. This means they benefit from socialising with other children and adults and have access to an extended range of activities, toys and resources. It also develops confidence and independence and helps prepare them for future learning and change, such as when

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who attend

they begin to attend other settings and school. Two large montages of photographs of all of the children are frequently used as points for discussion. This supports children's language and vocabulary and helps them recall past events and observe how their friends change as they become older.

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who attend

Before children commence at the setting the childminder makes sure she finds out as much information as she can from parents. This helps her to get to know each child quickly and build positive relationships with parents. The childminder and parents exchange information on a regular basis, mainly through daily face-to-face conversations. Parents have access to written records of their child's progress. These are contained within a personalised folder that includes examples of work, many photographs and the childminder's future learning targets for their child she has identified from observation and assessment. However, there is scope for the childminder to devise more and different opportunities to enable parents to contribute to their child's learning. This ensures all children enjoy continuity in their learning and development between home and the setting.

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who attend

The childminder uses information gained from her observations and assessments to compile a written, monthly report that is shared with parents to help keep them informed. The childminder makes good use of written guidance available to her, such as Development Matters in the Early Years Foundation Stage. This means she is able to check her knowledge about children to ensure they are showing typical development for their age. As a result, the childminder can accurately assess if children are making sufficient progress or identify any gaps in their learning. Her records show good attention to consider children's progress through all of the areas for learning prioritising children's personal, social and emotional development, physical development and communication and language. These are known as the prime areas and form the basis for children's future learning. The information she gains about children helps to shape and guide her

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who attend

planning. However, her detailed records of activity plans do not fully include the outdoors, although children use this area regularly. This reduces the benefits of ensuring a broad range of activities are provided in the outdoors and across all areas of learning to help children gain knowledge in different ways and make stronger learning links due to increased access to wider and richer experiences.

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

There is a very close bond between the children and the childminder. She works closely with parents to ensure that the settling-in arrangements for children are tailored to ensure a smooth transition from home to the setting. Children learn in an environment where space is used well and they have easy access to a wide and interesting range of resources that includes toys, books, games, puzzles and craft materials. This supports learning and helps them develop independence at making choices and decisions. Children benefit from regular access to fresh air and physical exercise that takes place through outdoor play or by daily walks in the community. Children learn many physical skills by using large, mobile equipment, such as bikes and scooters, apparatus to climb and balance and access to smaller tools, such as play dough cutters, painting resources and scissors. This helps children be active and learn to coordinate and operate their bodies in different ways.

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

Children particularly enjoy playing with different sized balls and some are extremely skilful at kicking a ball with accurate precision.

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

The childminder gets very involved with children as they play helping to form warm and trusting relationships. For example, she hides with them in the play tent and initiates a game of hide-and-seek making children laugh with excitement. Each day children walk to and from the local school and pre-school to take and collect other children. The childminder has close links with the teachers enabling her to share information. This also means children become used to visiting the school site which helps them adjust when they commence their more formal education. The childminder clearly understands how children develop so appreciates that at times they need extra support. This includes the youngest children who face the challenges of learning to work co-operatively together. As children practise these social skills it has a positive impact on their good behaviour and helps prepare them for forming relationships with others, such as when they start school.

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

The childminder helps children to learn by talking to them and providing clear explanations. She asks lots of questions to help them think and explain their ideas. She raises their awareness of safety by involving them in practising the setting's evacuation procedure so they know what to do in an emergency. She increases their understanding of avoiding risks in the garden by verbal reminders and providing good supervision. The childminder is particularly accomplished at intervening quickly when the youngest children find it difficult to play well together. For example, she provides extra toys or introduces new ones. The childminder understands that younger children's concentration span is limited so has additional resources handy to use quickly and keep them well occupied and interested. She suggests new ideas and helps children find solutions to their problems. The childminder makes sure she responds to each child's care needs, swiftly responding to

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

requests for drinks and food encouraging children to make healthy choices wherever possible.

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provision

The childminder clearly understands her responsibility to protect children from harm. She can describe signs and symptoms indicative that a child may be at risk and knows the action to take if she has concerns about a child's safety or welfare. The childminder has attended safeguarding training and has in place national written guidance to refer to if necessary. The childminder is very clear about the procedure she will follow if an unauthorised person arrives to collect a child from her setting. This ensures children are safe and well protected. She holds a valid first aid qualification, so knows how to respond to children's injures. Risk assessments are frequently carried out to make sure children are provided with a safe environment.

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provision

The childminder has links in place with other providers of settings children attend enabling her to share information and keep personally informed. This also benefits children by having the adults involved in their care and learning working closely together to provide consistency and continuity. The views of parents are taken into account by the childminder as part of her self-assessment of the service she provides. Two parents contributed to the inspection process by leaving their written comments for the inspector to see. Both indicate very high levels of satisfaction with the service they and their children receive. In particular their very positive comments include their assessment that their child has 'come on in leaps and bounds' and that the childminder played an important part in helping a child make an easy transition into school.

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provision

Since the last inspection the childminder has made good progress with successful impact, particularly with regard to improving the quality of teaching and learning. She has increased the opportunity for children to see attractive and interesting posters displayed around the setting. This improves their understanding that print carries meaning and raises their awareness of information linked to letters, colours and shapes. Future plans are clear because she regularly monitors, reviews and questions the effectiveness of her practice. She is willing to continue to improve through training and partnership working and is thoughtful to include developments of her provision for the benefit of the children.

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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 EY249193 Local authority Leeds Inspection number 819717 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 10

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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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