Childminder in Leeds

Inspection date

Previous inspection date 22/05/2013 11/05/2009

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 Flexible settling-in sessions are organised before babies and children commence at the setting. As a result, children are helped to adjust and begin to form warm and trusting relationships with the childminder.  Children are provided with regular access to the garden, which promotes their health and well-being and supports learning in the outdoor environment.  Regular outings and visits to a variety of playgroups in the area means children can socialise and develop confidence at entering other settings. This will help them adjust and reduce anxiety when they transfer to school.

p.1

It is not yet good because

 The childminder does not ensure that information regarding the names of children she knows she is caring for on a daily basis are recorded alongside their hours of attendance to ensure numbers of children are not exceeded.  Records that relate to the progress, learning and development of the youngest children do not focus sharply enough on personal, social, and emotional development, communication and language and physical development. These are crucial towards building children's capacity to learn, form relationships and thrive.  Information the childminder shares with other providers at settings where minded children attend are not specific to the individual child. This lessens the effectiveness of continuity and consistency of care, learning and development.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector looked at a sample of children's progress reports, policies, procedures and other documentation.  The inspector spoke to the childminder, children and a parent during the inspection.

p.2

Inspection activities

 The inspector observed the childminder involve children in activities that took place indoors, outdoors and during a planned collage activity.

p.2

Inspection activities

 The inspector took into account the childminder's records relating to self-evaluation and parent's contributory written comments.

p.2

Information about the setting

The childminder was registered in 2006. 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 10, 14 and 18 years of age in a house in Woodlesford in Leeds, West Yorkshire. The whole of the ground floor of the property and the rear garden are used for childminding. The family has a dog.

p.3

Information about the setting

The childminder attends a toddler group, childminding groups 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. There are currently 10 children on roll, seven of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

must:

 keep a daily record of the names of the children being cared for on the premises, including their hours of attendance

p.3

must:

 enhance the provision for the youngest children by focusing on the prime areas of learning, which form the basis for successful learning in the future.

p.3

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

 develop further the arrangements for sharing information and partnership working with other providers that children attend in parallel with the setting, in order to fully support children's individual learning needs.

p.3

who attend

The childminder observes children to understand their level of achievement and interests. She uses this information to guide her planning. She uses written guidance available to her, such as Development matters in the Early Years Foundation Stage, to monitor and track children's progress. The childminder provides each child with an individual progress file that she shares with parents. However, the progress and learning and development of the youngest children is not focused sharply enough on personal, social, and emotional development, communication and language and physical development. These are the prime areas for children's learning and are particularly crucial towards building children's capacity to learn, form relationships and thrive. Therefore, they do not make the best progress possible in their learning.

p.3

who attend

Children demonstrate they feel safe and happy at the setting by, for example, singing as they play. They confidently talk to the visiting inspector without being shy. They are proud of their learning achievements by, for instance, finding the first letter of their name, talking about different colours and discussing the cost of the shopping they are buying as part of their imaginative play. Children move confidently around the setting. They help to tidy the toys away and know exactly where many of them are stored. This shows they feel familiar and comfortable in the environment.

p.4

who attend

The childminder teaches children by playing alongside them. She assesses their learning and understanding by asking many questions. For example, she invites children to think about the effect that too much glue will have on the paper kites they are decorating and if the weight will make the kite heavy. She draws children's attention to the different shapes of the collage materials they use to decorate the kites. When a child decides one shape looks like a balloon she challenges children to think of something else the shape could be. This shows the childminder extends children's thinking and learning, and helps them share their ideas and solve problems.

p.4

who attend

Children are provided with a playroom that is interesting with good access to many toys and resources on low shelving, helping them make independent choices and decisions. The equipment is regularly changed, which keeps children interested. Flexible, settling-in sessions are arranged for babies and children before they commence at the setting. This provides good opportunity for parents and the childminder to share information about children's individual routines and starting points. As a result, babies and children quickly adjust to the new environment and begin to form warm and trusting relationships with the childminder.

p.4

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

Children regularly use the garden for outdoor play activities. They use a varied selection of toys and equipment, including those to develop their physical and balancing skills. The childminder helps children to understand about safety by, for example, reminding them to close the safety net when they use the trampoline. She helps babies develop their mobility and walking skills outdoors. For instance, holding their two hands as they gain control to walk around and explore the garden, allowing them to take safe risks by pushing equipment along the grass.

p.4

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

Babies show they are pleased to be at the setting by expressing lots of smiles and offering big cuddles to the childminder. This shows they are happy and feel safe and secure. All children take part in activities that take place away from the setting. For example, they attend local playgroups, childminding groups and events at the children's centre. They regularly walk to and from the local school and pre-school. This helps children socialise with others and become aware of the surrounding community. It builds children's confidence by visiting other settings, which will help prepare them for when they transfer to school.

p.4

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

The childminder works with parents regarding children's meals and their individual needs. Generally, parents provide food for children, which the childminder complements with healthy snacks. This helps the older children learn how to manage the contents of their lunch boxes, which will help them be independent when they commence at school. Children play well together and are learning how to share and take turns. This helps them form relationships with one another and learn how to behave.

p.5

provision

The childminder understands safeguarding issues. She has attended training and has made sure that all adults living at the property have been checked to confirm their suitability to be in close contact with children. She can recognise the signs and symptoms of abuse and understands the appropriate action to take if she has any concerns about a child's welfare or well-being. The childminder has a range of written policies and procedures established to support the operation of her setting. She has in place a register of attendance but does not use this effectively to ensure she keeps an accurate, daily record of the names of the children being cared for on the premises and their hours of attendance. This is a breach of a legal requirement of the Statutory framework for the Early Years Foundation Stage and the Childcare Register and may impact on children's safety. The childminder relies on her memory of children's attendance patterns. The lack

p.5

provision

of a daily record means she does not have accurate information to ensure numbers of children are not exceeded. Risk assessments are in place for the home and for outings and the childminder ensures ratios are maintained so children's safety is promoted.

p.5

provision

The childminder monitors her educational provision to ensure that all children are, generally, making progress in all areas. The childminder involves parents in face-to-face daily discussions and provides written newsletters to keep them informed. The childminder has established links with other childminders and providers at local settings. She exchanges information with other providers at settings where minded children attend, although, this is not specific to the individual child to promote effective continuity and consistency of care, learning and development.

p.5

provision

The childminder has addressed reasonably well the actions and recommendation raised at the last inspection. She seeks the views of parents and children to help her evaluate her provision and make improvements to her setting. Through her written self-evaluation record and discussion with the inspector the childminder recognises the need and action to take to continue to develop her knowledge and understanding of meeting the learning and development requirements of the Statutory for the Early Years Foundation Stage.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.6

actions)

The requirements for the voluntary part of the Childcare Register are

p.6

To meet the requirements of the Childcare Register the provider must:

 keep a daily record of the names of the children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register)  keep a daily record of the names of the children looked after on the premises and their hours of attendance (voluntary part of the Childcare Register).

p.6

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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY310411 Local authority Leeds Inspection number 916266 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10