Nutter, Joy

Inspection date

Previous inspection date 19/06/2013 27/04/2009

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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 develop strong relationships with the adults and the other children. This is because the childminder invests good quality time in supporting all of them during activities and through talking to them consistently.  The childminder uses the observations of children effectively. This results in children receiving good support to help them progress towards the early learning goals.  Children are extremely well settled. This is because the childminder is highly skilful in supporting their transitions from the home into the setting and to other provisions.  The childminder consistently gives the highest priority to the safety and health of children. This results in effective support to children's growing understanding of how to keep themselves safe and healthy.

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It is not yet outstanding because

 Resources that reflect the diversity of the wider world and disabilities are not yet always in place for children to further develop their very positive attitudes towards others.  Ways to further assist children, indoors and outside, in recognising numerals are not always promoted as well as possible, to further support their very good mathematical skills.

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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 activities and access to resources indoors and outside.

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Inspection activities

 The inspector spoke to the childminder about the learning intentions of several activities observed at the inspection.

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Inspection activities

 The inspector sampled a range of documents, including the learning records and the policies and procedures.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 13 and nine years in the Morley area of Leeds. The whole ground floor of the house, the first floor bathroom and the rear garden are used for childminding.

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Information about the setting

The childminder attends toddler 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 four children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 4.30pm, Monday to Friday, except Bank Holidays and family holidays. She is a member of the local childminding network.

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

 extend the opportunities for children to recognise numerals, for example, by placing number labels on each bike and the corresponding number on each parking space outdoors, and by increasing low-level numbering indoors and making books about numbers that have meaning, such as favourite numbers or birth dates.

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

 provide positive images of all people, including those with diverse physical characteristics, including disabilities.

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who attend

The childminder demonstrates a good knowledge and understanding of the Early Years Foundation Stage and, therefore, promotes children's learning and development well. Effective planning and good organisation ensure that every child is challenged by the learning experiences provided. The childminder observes children during activities and makes secure assessments of their abilities. Children benefit from a good balance of adult- led and child-initiated activities, and the routine is very flexible to enable them to pursue their own interests. They make good progress in their learning and development and are well prepared for their next stage in learning.

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who attend

The childminder demonstrates a good understanding of how to engage children and capture their interests. She offers a welcoming environment in which children can learn and play. This helps them to feel valued, safe and happy, and empowers them to make their own decisions. The indoor environment enables children to follow their own interests. For example, recently children decided to make buns and plant cress for Father's Day celebrations. This resulted in children being enthusiastic learners and concentrating for age-appropriate periods of time at their chosen activities. Children confidently access a generally wide range of interesting resources stored in all the play areas. The childminder takes children out daily to have fresh air and exercise at the many different groups they attend or parks.

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who attend

Children enjoy stories and books with the childminder. This enhances their early literacy skills. Children begin to explore vocabulary because the childminder talks with them consistently about what they are interested in and encourages them to respond to her. For example, the children demonstrate that they can follow instructions as they select the activities around dinosaur games, which are of interest to them. Children enjoy playing intently on their own as they set out the activities around small world play. They enthusiastically play with the physical play games and move their bodies as they use the sit-and-ride games. Children also listen to the music as they are confident with technology and they play musical notes on interactive tablets. The childminder promotes mathematical thinking through measuring and pouring games during baking activities. Children are learning to recognise words and numerals in various ways, such as through

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who attend

using books, with effective support from the childminder. Older and more able children can write their name. The childminder helps the children point out numbers and words while on outings to the woods. There are numbers displayed in books. However, there is scope to further assist children in their developing mathematical skills through using number labelling in a variety of ways to engage children's interest and so that they can be easily used. In addition, by extending the use of number labels within the outside play area. Children celebrate a range of festivals, including Chinese New Year and Eid. They have also tasted different foods, such as curry. However, there is scope to develop further opportunities for children to develop positive attitudes through the use of appropriate toys and resources that reflect the diversity of the wider world and disability.

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who attend

The childminder demonstrates high expectations of children and plans an educational programme that has depth and breadth across the seven areas of learning. She observes children's learning and records her findings in their learning journals. She successfully uses the information to identify children's learning priorities, and makes plans to ensure children make as much progress as they can towards all the early learning goals. Parents are effectively involved in their children's learning through discussion and through the sharing of the children's records of learning. In addition, the childminder supports parents in educating their children at home by working closely with them on specific areas of their development, to aid their progress. Parents are encouraged to add information about the children's learning from home. This helps the childminder plan for the children's future learning. The childminder has an appropriate knowledge of what information to share with

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who attend

the parents regarding the children's progress check at the age of two, when the time comes.

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

Children have good attachments to the childminder. This is because she knows each child very well and has a very good knowledge of the individual needs of the children, so that she can support them effectively overall. The childminder teaches children how to value each child's individuality by talking to them consistently and explaining to them how important it is to consider everyone's needs within the environment. This helps them to develop strong relationships with one another. She praises them frequently during the activities, for example, she recognises their achievements as they link words together and when they independently choose activities. Children respond by behaving very well and their confidence is given a boost when they complete jigsaw sets. They demonstrate this as they are motivated and happily carry on with their activities. This also results in children responding very positively to her. They ask questions and have fun.

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

The good support which children receive to helps them to make positive relationships and attachments. This ensures that they are prepared very well for their transition into the setting and other early years settings. The childminder offers parents settling-in time. This helps her to observe how children respond within the home environment, in order to support them, and enables her to build strong links with the children and parents. This results in the children's confidence and self-esteem being supported effectively because they become familiar with the childminder.

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

The childminder gives the highest regard to promoting the safety and health of children and their developing understanding of how to keep themselves safe and healthy. For example, she teaches them about the type of toys that are appropriate to use when different ages of children are present. She links with other local provisions and attends childminding groups to help children to learn about road safety. She helps the children learn about stranger danger; this involves the childminder encouraging discussion and using questioning to ascertain their understanding, so that she can fully support them. This supports their thinking effectively.

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

The resources available are of generally good quality and suitable for children's different developmental stages. Children receive regular outdoor play, where they can learn to develop their physical skills effectively, for example, through climbing and using equipment that promotes balance. Good attention is given to care routines. For example, the childminder is vigilant in following children's nappy changing routines. This supports the children's good health. Children are developing a very good understanding of the importance of eating healthy foods. This is because the childminder gives them healthy food choices, such as a variety of healthy, home-cooked foods and fruit at snack time. They can freely access drinking water and they drink milk. She talks to them about why it is important to eat healthy foods.

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

Children respond well to the childminder's requests and are well behaved. Partnerships with parents are embedded well and strong systems are in place to ensure continuity of care. For example, written records and daily verbal exchanges of relevant information around children's care needs ensure parents are kept fully informed about the care routines.

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provision

The childminder fulfils her responsibilities in meeting all the safeguarding and welfare and learning and development requirements. She demonstrates a good understanding of safeguarding issues and knows the action to take if concerned about a child's safety and welfare. She updates her knowledge in this area by attending regular training. The childminder ensures parents are aware of the policies and procedures which support her practice. Children benefit from accessing a safe and secure environment. The childminder ensures all areas are well organised, and all hazards are identified and minimised successfully. She closely supervises the children during activities so they can play and learn in safety.

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provision

The childminder demonstrates a positive approach to improving her professional development in order to enhance the learning, development and care of the children in her setting. She attends regular training and the local network meetings to improve her own knowledge and understanding around caring for children. For example, she works closely with a group of 'outstanding' rated childminders in order to develop her own skills. Self-evaluation is good and supports continuous improvement for the benefit of the children who attend. For example, the previous recommendation around confidentiality of records has been addressed and the childminder has maintained her first aid qualification. The childminder monitors children's progress. This means that she can check they are developing in line with the development milestones appropriate for their age.

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provision

The childminder maintains a good two-way flow of information with parents and carers via daily discussions, daily diary sheets and regular meetings. The childminder also works in partnerships with other settings, in order to ensure that children are making the best possible progress. Relationships with parents are well established. This ensures all adults have a shared and agreed view of children's individual needs, and ensures the progression of children's learning. For instance, parents inform the childminder of their children's needs at the beginning of the placement and regularly discuss their children's learning priorities identified at home and within the setting. The childminder demonstrates a good experience of working in partnership with other agencies, and has excellent arrangements in place to complement children's learning from school.

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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 EY317768 Local authority Leeds Inspection number 820484 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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