Ager, Charlotte Elizabeth

Inspection date

Previous inspection date 15/08/2013 Not Applicable

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early years provision

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

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This provision is satisfactory

 Children are encouraged to solve problems, explore and investigate. They are rewarded with praise, which builds their confidence and promotes their positive self-esteem.  Children show they are happy to be at the setting by their actions. They separate confidently from their parents and quickly become busy. This demonstrates that they feel safe and secure.  Children's health and well-being are supported by regular access to fresh air, physical exercise and a healthy diet.

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It is not yet good because

 The childminder does not have appropriate fire control equipment in place to use in the event of a fire. Her evacuation procedure has not been practised to ensure it is fully effective. This places children at risk.  Activity planning is not well established or fully effective to meet children's individual learning needs to help them make good progress across all areas of their learning.  Partnerships with parents are not fully effective because they are not well involved in their child's learning and development, enabling them to support and continue their child's learning at home.  Self-evaluation is not rigorous or fully effective. This is because the views of parents and children are not included to inform priorities and help set challenging targets for improvement.

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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 conducted a tour of the areas used for childminding, accompanied by the childminder.

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Inspection activities

 The inspector looked at a sample of children's development records, including written accounts of their learning and progress.

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Inspection activities

 The inspector looked at photographs and a range of documents including, records relating to the operation and management of the childminding service, a sample of policies and procedures and the childminder's record of self-evaluation.

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Inspection activities

 The inspector carried out an observation of the childminder's practice to teach and involve children in an activity using paints.

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Inspection activities

 The childminder spoke regularly to the childminder during the inspection and held a conversation with a parent.

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Information about the setting

The childminder was registered in 2013. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged eight and three years, in the village of Methley, on the outskirts of Leeds. The whole of the ground floor of the property, the first floor bathroom, separate toilet, and rear garden are used for childminding purposes.

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Information about the setting

There are currently three children on roll, including one child within the early years age range. The childminder takes and collects children from the local school and pre-school. She visits the shops and parks on a regular basis. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The family has a pet cat.

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must:

 take steps to improve the safety of children by familiarising them with the evacuation procedure so that they know what to do in the event of an emergency. Ensure appropriate fire control equipment is available to use in the event of a fire

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must:

 improve the planning of challenging learning experiences across all areas of learning by taking into account the individual learning needs, interests and stage of development of each child.

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

 develop partnerships with parents to fully involve them in their child's learning and development, enabling them to support and continue children's learning at home

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

 improve monitoring of the childminding setting by establishing rigorous and fully effective systems for self-evaluation in order to; inform priorities and set challenging targets for improvement; seek and include the views of parents and children.

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who attend

The childminder understands reasonably well how to help children to learn through play and by the provision of a varied range of activities. She provides a varied range of toys and activities she knows children enjoy. However, activity planning is not yet well established or fully effective to consistently meet children's individual learning needs to help them make good progress across all areas of their learning. The childminder has begun to observe children and make assessments of their progress. She is not yet fully confident and clear about how she will move children forward in their learning or how she can involve parents in this process. The childminder is focusing on some, but not all, areas of learning and therefore reducing the depth and breadth of the programme for children's learning.

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who attend

Children show they are happy to be at the setting by their actions. For example, they separate from their parents confidently and become quickly engaged and occupied in finding their favourite toys. This is because children and parents are invited to visit the setting before they start. This helps children to feel safe and secure by becoming familiar with the childminder and being gradually introduced into her setting. The childminder plays alongside children and takes advantage of spontaneous opportunities to support and develop their learning. For example, when children are building a track for the toy trains she points out the shape of a circle they have made or comments on the size of the trains. This helps children learn about shape and how to make comparisons, such as, recognising the difference between big and little. When children get frustrated she provides suggestions to help them tackle the problem and when they achieve what they set out to

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who attend

do she praises their efforts by saying 'well done'. The childminder allows children, as much as possible, to solve problems for themselves. For instance, when they are working out why the wooden piece of track doesn't fit with the plastic piece. This shows children are learning by being actively involved and by the childminder's ability to let children think critically. This helps children develop positive attitudes towards learning, which they will need in readiness for school and their future learning.

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who attend

The childminder uses trips and outings to widen and enhance children's learning. She organises visits that include museums and a farm. This helps children to learn through first hand experiences. She notices when children show a preference for taking the caps off the water soluble, paint markers and stacking them as opposed to using the paints to draw or make marks on the paper. In response to this, she provides stacking equipment for children to use to develop their interest and curiosity. Activity planning doesn't always include all the information the childminder gains about children through her observations and assessment, which has an impact on the progress they make.

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

The childminder uses space in her setting well. She provides children with a designated playroom at the rear of the property and a room at the front for sleeping or quieter activities. The playroom is bright and welcoming and provides children with good access to the garden for outdoor play. She helps children to understand about safety as they use the steps down into the garden. She does this by talking to them and reminding them to hold onto the handrail tightly. This helps children learn and understand about complying with safety rules and how to behave responsibly. She has smoke detectors to both floors of the property but does not have any appropriate fire control equipment in place to use in the event of a fire. Her evacuation procedure has not yet been practised, including with children, to ensure it is fully effective. This potentially places children at risk.

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

Children use the garden regularly. There are different types of toys and equipment available to help them learn and develop a range of skills. For instance, there is sand for them to explore and investigate, balls to throw, catch and bounce on and a play house. The childminder has identified the garden as an area for future improvement. Children visit other childminders and their children, go to the local school to take and collect older children and use parks and places of interest. The setting is very close to a railway line and children get very excited and wave enthusiastically when they hear the sounds of the steam or freight trains that pass by. This supports children's understanding of the local and wider community and develops their confidence at meeting and making relationships with others. This is crucial to enable children to begin to develop their self-assurance in taking the next steps to attend other settings or school.

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

Children's health and well-being is supported by regular access to fresh air, physical exercise and a healthy diet. The childminder prepares fresh meals and snacks and introduces children to cooking through activities, such as, making buns. She ensures she carries out nappy changes hygienically, introducing children to hand washing routines at an early age. Arrangements are in place for children to rest or sleep according to their individual needs and the childminder is sensitive towards children who like to have a favourite toy as a comforter. Early on in their relationship, the childminder provides parents with a document to complete about their child's routines and preferences. This is called 'all about me' and the aim is to share important information about their child supplemented by daily discussions and a written daily diary. These are useful methods to exchange information, although they are not always fully effective. For example, for the

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

childminder to use as a firm base for her initial assessment of children's 'starting points' or for her to use to help parents continue and support their child's learning and development at home.

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provision

The childminder has a satisfactory understanding of the requirements of the Statutory framework for the Early Years Foundation Stage. She understands safeguarding procedures and has attended training. She is aware of the appropriate action to take if she has any concerns about a child's welfare or well-being, including the appropriate agency to contact. The childminder has a varied range of written policies and procedures in place to support the operation and management of her setting. These are made available to parents. The childminder has not yet had the opportunity to develop relationships with a range of providers and professionals, but is aware of the need to share information to support children's continuity of care and learning. She has made links with other childminders and teachers at the local school. Partnerships with parents are developing but not yet fully effective. They are not well engaged or fully involved in their child's

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provision

learning and development, in order to support and continue their child's learning at home and, when the time comes, in preparation for entry into school.

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provision

The childminder has begun to reflect on her childminding practice. She is considering how to improve her provision for children, including ways in which she can develop and enhance their learning and development. The childminder has a positive attitude towards developing her childminding service, including improving her systems to monitor her practice and provision. Her ideas for improvement are relevant and interesting, although she has not yet set herself any true indicators for action. Self-evaluation is therefore, not rigorous or fully effective. The views of parents and children are not included to inform priorities and help set challenging targets for improvement.

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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 EY458962 Local authority Leeds Inspection number 905584 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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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

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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