Childminder in Leeds

Inspection date

Previous inspection date 15/05/2013 06/10/2011

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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 has a good understanding of the different ways in which children like to learn and tailors activities to their individual needs. This means they want to take part, are keen to learn new skills and make good progress in their development.  Children are made to feel very welcome by the childminder. They develop close and trusting relationships with her, and as a result, they confidently leave their parents on arrival and quickly decide where they want to play.  Children learn to behave well because the childminder makes good use of praise to show that she values their efforts and achievements. This means they become confident in what they can do.  The childminder has an open and honest approach to working in partnership with parents. Consequently, information is shared in a very effective way which means the care children receive is a true reflection of their home life. This provides stability and

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It is not yet outstanding because

 Most books are stored out of children's reach, which means they are not able to access them independently, to fully support their development in literacy.

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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 had a tour of the premises and observed children playing in the downstairs rooms of the house.

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Inspection activities

 The inspector spoke with the childminder, her assistant and children at appropriate times during the inspection.

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Inspection activities

 The inspector looked at a selection of children's learning records, planning documents, policies and children's records.

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Inspection activities

 The inspector took account of the views of parents and carers from the written testimonials they had provided.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged seven and five years in a semi-detached house in the Morley area of Leeds. The whole of the ground floor of the home, the bathroom on the first floor and the rear garden are used for childminding purposes.

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Information about the setting

The childminder holds an appropriate early years qualification at level 3. She works with an assistant. The childminder regularly attends activities at the local children's centre and toddler groups and visits the shops and park on a regular basis with children. She is able to collect children from the local school and nursery. There are currently nine children on roll, all of whom are in the early years age group. They attend for a variety of sessions. The childminder operates Monday to Friday all year round from 7.30am to 5.15pm, except for family holidays.

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

 improve the presentation of books to enable children to access these independently, so they are fully supported in developing their literacy skills, for example, by creating an area where children can sit and read.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage and the characteristics of effective learning. She skilfully plans for and supports each child's individual learning needs, which means they make good progress towards the early learning goals. Consequently, they are well-prepared for their transition to school when the time comes. For example, the childminder notes patterns of repeated behaviour in young children's play and provides opportunities for them to fulfil these. This means children maintain their focus on their activity for a good amount of time and learn to make sense of their world in their own way. For instance, the childminder knows one child likes to learn through throwing items, so she provides a variety of balls of different textures that can be used safely indoors. As a result, the child delights in turning these around in his hands to feel the different surfaces. He works out how banging one ball on the floor

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who attend

will make it light up and he watches with great interest as he sees how far they travel as he throws and rolls them. The childminder knows another child is fascinated by surfaces that are reflective and how they can be used to look at herself. She provides a low-level mirror and sticks shiny shapes to the front of the fridge for the child to access freely. This successfully enables the child to develop a sense of self-awareness and who she is as she observes her reflection.

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who attend

The childminder provides children with a good range of toys and resources which they use effectively to support their own interests. For instance, two very young children starting at the setting sparked an interest in babies with some of the older children. To support this interest the childminder provides a good range of dolls and associated equipment. The children become fully immersed as they dress and undress the dolls, gently laying them down on a changing mat as they do so. The childminder skilfully extends children's interest further by enabling them to take the dolls to the local shop in their buggies. This very effectively enables children to express themselves, use their imagination and act out real life situations in their play. As a result, they learn to have a responsible and caring attitude and acquire valuable life-skills. The childminder has a very good range of books in her setting and children are able to borrow ones of their choice to share at home with

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who attend

their parents. However, most books are arranged on a unit out of children's reach. This means they cannot always access books independently during the day. Consequently, their development in literacy is not promoted fully on a continuous basis.

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who attend

The childminder is confident in her teaching and skilfully supports children's language and communication skills. For instance, as they play with small world resources, such as farm and zoo animals she asks open-ended questions to make them think. For example, she asks 'What do you think a tiger likes to eat?' She gives children time to formulate their answers and after a lot of thought one child decides that they may like carrots. As the children play with farm animals the childminder encourages them to name the different ones and to recall a visit they made to a farm and what they saw. This supports children very effectively in making connections in their play and learning. The childminder makes careful observations of children's learning and uses these to successfully monitor and assess their progress. This includes the statutory progress check at age two. She compiles a detailed and well-presented learning record for each child from her findings. These are

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who attend

shared regularly with parents and they are actively encouraged to share their children's achievements at home with the childminder. This means she can plan precisely for the next steps in children's learning because she has a full picture of their development.

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

Children settle well in the childminder's care because she manages their transition into her setting in a sensitive manner. Settling-in visits are tailored to meet their individual needs, which give them as much time as they need to become familiar and comfortable with their new environment. The childminder is meticulous in gathering as much information as she can about children's individual needs from their parents. For example, they are asked to complete a comprehensive 'All about me' form for their child, which enables them to share their children's routines, likes, dislikes and prior learning. This enables the childminder to provide care that is an extension of children's home life. Consequently, they develop very close bonds with her. For example, they quickly leave their parents on arrival and enthusiastically make their way to the playroom. This demonstrates that they feel very secure in their environment.

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

The childminder provides good opportunities for children to take part in learning experiences in the local community. For instance, they are taken on walks to discover shapes, such as signs, and how these are used in the outdoor environment to support their mathematical development. They attend a children's centre and various toddler groups each week, which effectively helps them to develop confidence in interacting with adults and children outside their normal childcare setting. The childminder also takes one child to the home of another childminder to interact with children she cares for as the child is not yet confident in bigger groups. This means her confidence is built up slowly and comfortably, which effectively helps to prepare children for when they move on to nursery or school. The childminder gives good attention to teaching children about personal safety. For instance, they are taught why it is important that they wear a high-

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

visibility tabard when out in the community, so they can be seen easily. She teaches them the emergency evacuation procedure for the home and practises this on a regular basis with them, to ensure they know what to do in the event of a fire.

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

The childminder acts as a very positive role model and she manages children's behaviour calmly and sensitively. For example, she explains to one child why he must not climb on his chair as he may fall and hurt himself. The child responds positively to this and makes a concerted effort to sit on his chair while he eats his snack. This shows children are given clear explanations of the possible consequences of their actions. The childminder skilfully supports children to understand their emotions. For example, she uses photographs of children showing different expressions to talk about why they may be feeling sad, happy or worried. The childminder uses meaningful praise to acknowledge children's efforts and achievements and uses charts to record their successes during potty training. Consequently, children develop good levels of self-esteem and confidence in their abilities. The childminder gives good attention to promoting children's good health. She ensures

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

they benefit fully from lots of fresh air and exercise each day by taking them for walks and to the park to use a variety of play equipment. This enables them to develop good physical skills. She provides them with nutritious meals and snacks and praises them when they eat up items, such as fruit and yogurt. This means they develop a positive attitude to healthy eating.

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provision

The inspection was carried out following a complaint investigation by Ofsted. Actions were raised to: improve the cleanliness of the premises, the effectiveness of risk assessments in minimising risks to children's safety and to ensure vehicles used to transport children are adequately insured. The childminder took prompt action to address these concerns. On the inspection the premises were clean in all areas. A daily check list has been devised and this is carried out prior to children arriving to ensure that any risks to their safety are minimised effectively and consistently. Valid insurance is in place for the vehicle that is used for childminding purposes and this includes cover for business use. This means children's safety is promoted effectively. The childminder is confident in recognising the possible indicators of abuse or neglect and she knows the procedures to follow, should she have any concerns about a child's welfare.

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provision

The identity of any visitors to the home is checked and a record is kept of their visit. This means there is no unauthorised access to the home, which further protects children from harm. The childminder has carried out an induction with her assistant to ensure she understands how the service operates.

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provision

The childminder pays good attention to monitoring the quality of the service and continually improving this. The educational programme is regularly reviewed to ensure each child's learning is fostered well. For instance, tracker sheets are used to ensure all areas of learning are covered and that there are no gaps. The childminder's assistant, parents and children are consulted on a regular basis, to ensure their views of the service are known, which promotes an inclusive approach. For instance, children express what it is they like about being with the childminder by attaching a 'like' card to their favourite resources. The childminder has successfully addressed the recommendations raised at her last inspection, which has enhanced the opportunities for children to learn about diversity. The childminder has recently achieved an early years qualification at level 3. This has significantly increased her knowledge of how children learn and develop, and how best

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provision

she can support them. The childminder has a clear development plan that effectively identifies and prioritises areas for future improvement.

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provision

The childminder establishes and maintains good relationships and communication with all parents. They receive copies of all her policies, which ensure they know how the service operates. Information is effectively shared on an ongoing basis through discussion and individual diaries. Parents are kept fully informed of any proposed changes to the service and questionnaires are issued regularly to gauge their ongoing satisfaction. The latest replies show they are unanimous in their praise for the service. For example, they state that the childminder is 'amazing' and that their children's development has come on in 'leaps and bounds' since starting in her care. The childminder has established good links with other early years settings children also attend and information about their care and learning is actively shared on a regular basis. This means a cohesive approach to supporting children's development across the settings is promoted very successfully.

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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 EY425187 Local authority Leeds Inspection number 912355 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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