Childminder in Leeds

Inspection date

Previous inspection date 16/05/2013 13/01/2009

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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

 Children feel safe and secure because the childminder provides them with flexible settling in sessions and builds warm and trusting relationships with them.  Children make good progress in their learning because the childminder is confident in using different teaching methods to help each one make good progress based on her knowledge of their interests to make learning fun.  A varied range of activities organised each week take place inside, outdoors and at local places in the community. This broadens children's experiences and enables them to socialise and learn about the community in which they live.  Children are well supported to develop in confidence and independence, preparing them well for adjustments, such as starting school.

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It is not yet outstanding because

 The childminder does not fully explore ways for parents to add their views about learning targets for their child so they can share in the planning of activities and enhance learning at home.  The childminder is not yet routinely inviting the views of parents and children to contribute towards her plans for the improvement of the provision.

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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 looked at a sample of children's learning records, policies and procedures and other documentation.  The inspector spoke with the childminder during the inspection.

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Inspection activities

 The inspector observed the childminder involved in play activities and games with a minded child.

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Inspection activities

 The inspector took into account the childminders self-evaluation document, the toys and resources she provides and the activities she organises to help children learn.

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Information about the setting

The childminder was registered in 2007, on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, two teenage children and an eight-year-old child in Garforth, Leeds. The whole of the ground floor of the property and an enclosed rear garden are used for childminding. The family has a pet snake. The childminder attends play groups in the area. 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 eight children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 extend the ongoing dialogue with parents to use this shared knowledge to plan together and think through ideas of how to move their child forward and support learning at home

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

 build on self-evaluation further by more routinely including the views of parents and children to further assist in identifying areas for improvement.

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who attend

Children show they feel safe and secure in the setting by happily chatting and sharing the toys with the visiting inspector. The childminder plans activities and provides resources which support the creative development, for example, they dress up as princesses and make magic wands using paper, glue and sticky tape. They use the toy tea set, small pretend domestic appliances and play food to make a cup of tea and toast as they use their imaginations and making sense of the world by acting out their experiences. The childminder frequently asks questions, such as 'how many?' as children play, to make them think. Her effective interactions and encouragement result in children following this through, by modelling her behaviour, problem solving and asking questions themselves. They ask 'how many sugars?' and hold up two fingers to check the number. Children know how old they are and confirm this by counting on their fingers, showing a good awareness

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who attend

of number and counting. The children are put what they are learning and observed into practice. This will benefit their future learning in school.

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who attend

The childminder skilfully asks children lots of open questions to make an assessment of their understanding and encourage their creative thinking skills. She asks, 'what do you think?' and sometimes pretends she does not know an answer to a question or 'gets it wrong'. This makes learning fun for children, particularly when they share their knowledge with the childminder to get it right or correct her. This style of teaching prompts children to have a go and share their ideas without fear of getting it wrong. It involves children in their learning and in doing so they build trusting relationships with the childminder which gives them confidence to persevere. The childminder encourages lots of conversations with children promoting their language, speech and communication skills. It provides her with good information about children's ideas, interests and level of understanding.

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who attend

Children benefit from an interesting week that includes trips and outings to various places in the community. They attend local playgroups and music groups. They visit the library, park and walk to the local station to see the trains. This helps children to socialise, learn how to behave and become aware of different amenities in the area. It helps them develop in confidence and prepare for change, including when they attend other settings or school. During walks in the community, the childminder raises the issue of road safety to help children understand about protecting themselves.

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who attend

The childminder organises indoor space very well. There are different areas for children to play, be creative, have their meals or enjoy a quiet, relaxing time. The toys and resources are regularly rotated to keep children interested. The majority are placed at child height helping children make independent choices and decisions.

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who attend

Each child is given a personal file in which are placed records of the childminder's observations and assessments of their progress. The childminder uses what she knows about each child to plan for their next steps using their interests as a firm base for learning. This information helps to guide and shape her activity plans. Parents have access to their child's file and regularly engage in face to face conversations with the childminder. This helps to keep parents informed. The childminder provides parents with the opportunity to share information with her about activities their child has enjoyed away from the childminding setting. There is scope to enhance this already good practice by supporting parents further in understanding what their children are learning, enabling them to follow this up at home.

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

Children form warm and trusting relationships with the childminder. This is evident because they approach her easily and are calm and confident in her company. When children start at the setting, flexible settling-in arrangements are established to help children adjust to their new surroundings and separate from their parents with minimal distress. Parents are encouraged to write down personal details of their child in an 'all about me' document which ensures the childminder knows about children's preferences and can follow individual routines so she is fully aware of how to respond to each child's needs. Parents provide food for their children supplemented by the childminders provision of healthy snacks and drinks. Children eat their food provided by parents when they are hungry as opposed to the routine. They manage their food packages well. This means they can eat according to individual need and they can practise how to manage food for

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

themselves. This will help them to become independent at mealtimes, particularly in the school setting. Children are encouraged to try new foods by taking part in food tasting activities. They get involved in cooking and baking activities that involve, for example, making buns. This involves them learning to use different tools and observe the change that occurs to food during the cooking process. Children plant and grow seeds, such as sunflowers, as part of the outdoor activities. They are encouraged to watch how the plants grow and remember to regularly provide water. This helps them learn about caring for living things. Their attention is drawn to the bird feeder in the garden where they count how many birds fly down to feed. They talk about remembering to feed the birds, particularly during times of year when the mummy birds are feeding their babies. This shows the childminder uses spontaneous and meaningful opportunities to help children

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

think about being kind and caring and consider the needs of others.

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provision

The childminder is very clear about her arrangements to protect children and keep them safe. She knows the different signs of abuse and understands the appropriate action to take if she has any concerns about a child's welfare or well-being. She has written guidance in place for referral if needed. The childminder ensures her setting is safe by conducting regular visual checks and keeping written records of risk assessment. The childminder involves children in practising the evacuation procedure so they know what to do in the event of an emergency. All required policies and procedures are in place to support the effective operation and management of the setting, contributing towards children's welfare and safety.

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provision

The childminder is confident at providing an interesting and well-balanced programme of education for children to help them make good progress towards the early learning goals. She has a secure understanding of how children learn through play. She has a responsible attitude towards using children's interest to help them learn but also introducing new ideas to provide further challenge. Links are established with the nearby nursery school and school provision that children attend or will do in the future. This helps children be well prepared for change and enables the transfer into school take place smoothly.

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provision

The childminder appreciates the benefit of exchanging information with other providers of parallel settings that children attend and with parents to ensure continuity of care and learning. Her observations of children's achievements are based on her effective use of written guidance, such as 'Development Matters in the Early Years Foundation Stage'. This helps the childminder to check children are developing in line with that which is typical for their age and helps to raise any areas for concern where extra support may be needed. Although the childminder has not yet had the need to carry out the progress check at age two she has information ready and feels well equipped to complete these competently when required.

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provision

The childminder has taken on board issues raised at the previous inspection resulting in effective improvements regarding children's safety, welfare, learning and development. She has good ideas for the future of her provision that includes, for instance, developing the outdoor play area to increase the use of the garden during all weathers. The childminder is reflective about her practice, but has yet to include more effectively the views of parents and children towards helping her develop and improve her provision.

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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 EY366290 Local authority Leeds Inspection number 821131 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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

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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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