Childminder in Leeds

Inspection date

Previous inspection date 16/05/2013 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

 Children are cared for in a warm, welcoming family home where they feel comfortable and secure. The childminder works very closely with parents to ensure children's individual needs are closely monitored and their well-being is promoted effectively.  Children make good progress in their learning and development because the childminder fosters their individual interests and organises the learning environment to enable children to initiate their own play and develop their curiosity and imagination.  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.  The childminder takes all necessary steps to effectively promote children's well-being. Consequently, they are confident, healthy, safe and happy in the childminder's care.

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It is not yet outstanding because

 There is room to further enhance young children's personal, social and emotional development as they learn about themselves and others.  There is scope to further develop the childminder's evaluation of her setting as she is not fully monitoring the impact of the improvements she makes on the outcomes and achievements of the children.

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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 and children in the playroom and the garden.

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Inspection activities

 The childminder talked to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at the childminder's written documentation including children's learning journeys, her policies and procedures and her risk assessments.

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Inspection activities

 The inspector acknowledged the views of the parents through written information in their children's diaries and on comments sheets.

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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 three children aged 13, 10 and four years in a house in Crossgates on the outskirts of Leeds. The whole of the ground floor plus the bathroom on the first floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends and runs a toddler group and is involved with 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 cares for children with special needs and/or disabilities. She operates all year round from 6.30am 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:

 develop further children's understanding of themselves and others, for example, by sharing and displaying photographs of themselves and their family, friends, pets and special people

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

 extend self-evaluation further to monitor the impact of improvements on the long term achievements and outcomes for the children to maintain sustained improvements over a longer period time.

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who attend

The childminder has a secure knowledge of how young children learn and works enthusiastically with the children, which supports them to make good progress in their learning and development. Planning of activities is personalised to each individual child and this enables them to follow their own interests and be motivated to take part in the activities available. The childminder has a good understanding of the children's stage of learning. This is enhanced through the observations she makes, which are linked to each area of learning and clearly show possible next steps; ensuring children have the key skills needed for the next stage in their learning. The childminder uses this information to ensure the quality of her teaching is good. She makes sure the activities on offer provide good levels of challenge for children and her use of open-ended questioning promotes communication and language skills. The childminder is ready to complete the progress

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who attend

check at age two with parents when children reach the appropriate age. This ensures that they both have a good knowledge of children's personal, social and emotional development, communication and language and physical development.

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who attend

A key focus for the childminder is supporting children's personal, social and emotional development. She ensures close bonds are formed with children, by working closely with their parents to find out about their individual needs, care routines and stage of learning at the start of the care arrangement. Children are settled and happy in the childminder's care and show a genuine affection for her. This supports their sense of security and well- being. However, they have fewer opportunities to see photographs of themselves and their family and other special people around the setting to further support them as they make positive relationships. The childminder provides care for children with additional learning needs. She ensures she has a very good understanding of individual needs and provides an environment that supports their individual requirements and learning styles. The hard work put in by the childminder is recognised by the parents and the reception

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who attend

class teacher who have written supporting letters expressing; how substantially more settled and extremely happy the child is, how the child tells the whole class that they 'love the childminder's days' chatting about the things they do. A final statement confirms how the child's personal, social and emotional skills have vastly improved due to the safe and attentive environment the childminder provides.

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who attend

The childminder chats to the children throughout their time with her and the activities they involve themselves in. For example, as they prepare to go outside to play the childminder explains to the children about the wind sock and why it is swaying about. She also reminds the children of the previous day when the wind was really strong and asks them questions about what the wind sock was doing then. The more able children tell her it was flying high into the air. In the garden, all children have a good range of resources and activities to join in with. More able children ride on the motorbike while the younger ones enjoy riding in the car or pushing the dolls in the buggy. The childminder sets out a messy play tray, which today the children help her to fill with sand. Together they hide small animals in the sand and hunt for them, chatting about the animals they find, what they look like and how many legs they have. For the more able children, the childminder

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who attend

extends the questioning by asking about the differences they can see. For example, what is the difference between the lizard and the snake; by looking closely together, they work out that the snake does not have legs and feet. Such activities support children's language and physical development through fun and interesting activities.

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who attend

The childminder uses her knowledge of teaching and learning by including several areas of learning into each activity. For example, she uses a bubble gun in the garden with the children. They have great fun running round catching and popping the bubbles supporting physical development. The childminder asks the children about the different colours they see in the bubbles and they confidently name pink and green supporting their knowledge of colours. She gives very clear explanations to the more able children as to how the bubble gun works, which promotes their understanding of technology and they show good listening and attention skills as they excitedly press the buttons and are thrilled to see the bubbles they make. Early mathematical language is introduced as the childminder talks to the children about the big and little bubbles floating about.

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

Children enjoy a warm and caring relationship with the childminder and show through their play that they feel safe and secure. They play comfortably in the childminder's home and access toys safely and confidently, making choices about what they would like to do. Resources are of good quality and interaction with the childminder encourages children to be fully involved. This fosters their independence skills and motivation. The childminder plans effectively to ensure children are happy during their time with her, and works closely with parents to make sure children's individual needs are met. The childminder is aware of each child's interests and unique characteristics, and this helps children form secure emotional attachments and aids their transition from their parents into the setting. The childminder knows the children well and is very aware of the signs when a child is getting tired or needs reassurance. She gives children time during daily care routines and snack

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

times, and lets them move on at their own pace, providing a sense of calm and making children feel special. Good attention is given to keeping children safe while in the home and on outings. They learn about road safety and practise the emergency evacuation procedures regularly so that they learn about how to keep themselves safe.

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

Children's personal, social and emotional development is fostered effectively. They have good opportunities to socialise with others as the childminder takes them to local toddler groups and the children's centre. This helps to develop their understanding of the need to share, take turns and play as well as preparing them for different transitions in their life, such as nursery. The childminder is a good role model, who teaches the children about kindness and respect through praise and the positive example she sets. She adopts various ways to celebrate children's achievements, for example, by offering positive praise. This helps to raise children's self-esteem and confidence. Inclusion is given good attention and all children are warmly welcomed, valued and respected.

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

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. Mealtimes are a social occasion with the childminder sitting with the children to develop their social interactions and understanding of healthy options. Children enjoy being active and learn about the importance of fresh air and exercise, through daily outings and activities in the childminder's garden. 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 skills as they try to put their own coats on and manage their toileting needs and hand washing.

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provision

The childminder has very thorough safeguarding policies and procedures which she uses to support and protect children from abuse and neglect. She is clear about the signs and symptoms of abuse and the steps she would take should concerns arise. Detailed information is shared with the parents to ensure they are aware of the childminder's responsibilities. The childminder keeps her documentation in an organised manner to ensure requirements are met and to fully promote the health and safety of the children. She completes thorough risk assessments across all aspects of the provision to keep children safe and secure. The childminder makes the best use of the available space and organises the setting to create a child-friendly, welcoming and accessible environment.

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provision

The childminder reflects upon all aspects of her provision in order to plan continuous improvement in the experiences that she offers children. She is clear about her strengths and has identified additional training and the development of her arrangements for planning as future areas to enhance. She has started to implement this by starting a child focussed training course and purchasing more resources to meet children's individual learning styles. The childminder has effectively included the views of the parents in her evaluations of the setting. This adds to their involvement and commitment to supporting the childminder and their children. However, the childminder is yet to fully reflect on the impact of any changes made to the provision and the outcomes for the children, to ensure they have been successful and enable her to sustain the good quality care over a long period of time.

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provision

The childminder is nurturing and relaxed in her approach to the children which brings a richness to her setting in order to provide children with a good standard of care. She also uses good strategies and good quality teaching practices to support children's individual learning and development. Children are being well prepared for nursery and school because of the way the childminder motivates and encourages them to explore, learn and try things for themselves. Good communications with parents enable the childminder to meet children's individual needs within the setting. Parents and other professionals positively express their support for the childminder and clearly value the care and educational experiences that she provides for the children. Information sharing includes daily diaries and conversations and monthly newsletters enabling the parents to be fully involved in their children's time in the setting.

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provision

The childminder meets with other childminders and professionals at community groups and the children's centre enabling her to share good practice ideas supporting continuous improvements. Her effective assessments of children's progress mean any difficulties with their learning are easily identified. The childminder's professional networking and links with the local school means she can share information about children's learning and offer complementary development opportunities within her setting. This further promotes children's learning and helps prepare them for their ongoing transitions in learning.

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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 EY453120 Local authority Leeds Inspection number 893314 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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

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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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