Childminder in Leeds

Inspection date

Previous inspection date 20/08/2013 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

 The childminder has a good awareness of how young children learn. She creates an enabling, child-friendly environment with activities and play experiences that capture and engage children's interest. As a result, they make good progress.  The childminder has close bonds with the children which enables them to feel secure and confident in her care. They enjoy their time with her and her family and consistently demonstrate good levels of independence and curiosity.  Children receive lots of praise and encouragement from the childminder for their efforts and achievements. This develops their self-esteem and helps them to become confident, active learners.  The childminder has a secure knowledge of children's individual needs and abilities. This is enhanced by the good working partnerships she has developed with their parents.

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It is not yet outstanding because

 The childminder is not making maximum use of the garden to fully support children's outdoor learning experiences.  There is scope to extend further the effectiveness of self-reflection and evaluation of the service in order to enhance continuous 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 observed the children and childminder in the lounge, kitchen and garden.

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Inspection activities

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

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Inspection activities

 The inspector sampled a selection of the childminder's documentation including children's learning journey records and the policies and procedures of the setting.

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Inspection activities

 The inspector took account of the parents' views through written statements in their child's learning record.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband who is a registered assistant and child aged four years, in a house in the Guiseley area of Leeds. The whole of the ground floor, the bathroom on the first floor and the rear garden is used for childminding. The family has two rabbits as pets. The childminder attends a toddler group 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.

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Information about the setting

There are currently five children on roll, of whom four are in the early years age group and attend for a variety of sessions. The childminder operates from 7am until 6pm, Monday to Friday all year round, with the exception of family and bank holidays. She is a member of the Professional Association for Childcare and Early Years and holds a recognised childcare qualification at level 3.

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

 enhance the outdoor environment and resources available, to give children opportunities to further investigate the natural world, for example, by providing chimes, streamers and windmills to support children to talk about why things happen and how things work

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

 enhance the evaluation and monitoring of the provision so that the impact of targeted improvements is assessed to help children accomplish the very highest level of achievements.

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who attend

The childminder demonstrates a good knowledge and understanding of the Early Years Foundation Stage and therefore, she is able to promote children's learning and development well. Effective planning, the good organisation of resources and the quality of the childminder's teaching supports children to be challenged by the learning experiences provided. This ensures that they are gaining a good range of skills as a foundation for their future learning, such as when they go to school. The childminder makes good use of the observations she makes of children during activities and her assessments of their abilities are accurate. This supports her to plan for the next stage in their development ensuring they make good progress. 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.

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who attend

The childminder demonstrates a good understanding of how to engage children and capture their interest. For example, to further children's engagement when playing with the small animals, she adapts her previously planned painting activity. This enables the children to follow their own ideas, choose their paint colours, paper and the animals they want to paint. This immediately stimulates their interest and challenges them to think about what they are doing and also develops their fine motor and their art and design skills. They mix the paints and copy the shapes of the animals, producing work they are proud to share and display. Good challenge is offered to the children and the childminder's knowledge of their stage of development supports her to provide a varied range of brushes and mixing palettes for the paint. The childminder offers a positive environment in which children can learn and play. This helps them to feel valued, safe and happy and

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who attend

therefore able to make decisions about their play and discuss their ideas. This results in children being enthusiastic learners and developing their concentration enabling them to spend longer periods of time at their chosen activities.

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who attend

Children develop good communication skills as the childminder actively encourages and participates in conversations with them. She provides many activities which support communication and language skills and which interest the children and provide them with fun. For example, when playing with the animals they choose the finger puppets and together they sing rhymes and songs. Conversations between the children and the childminder stretch their imaginations and their memories. For example, the more able children happily chat about their visit to the park the previous day. They remind the childminder of the monkey bars they climbed and how the eldest child was able to hang from the bars. He laughs as he tells the inspector he was able to hang upside down as well. The childminder adapts her questioning and interaction in line with the abilities and needs of the children. Her clear open-ended questioning of the children enables them to

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who attend

respond and share their thoughts and ideas. When required she uses closed and specific questioning to enable the children to achieve an answer. This promotes their self-esteem and children show their pleasure and sense of achievement through the bright smiles on their faces.

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who attend

The childminder recognises that the children in her care are very active and enjoy and benefit from learning experiences in the outdoor play area. She provides free access to the garden for the children throughout the day. Activities in this well-resourced play area enable children to be constructive, use their imaginations and develop their physical skills. They eagerly bounce on the trampoline, whizz down the slide and use the swing. However, there are fewer opportunities for children to learn about the natural world, particularly why things happen and how they work, for example, the effects of the wind. Children's learning records are readily available to parents to help them continue to promote their children's development at home, with additional information provided about focussed learning activities. The childminder is aware of her responsibility to complete a progress check at age two on children and share this information with the parents. This

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who attend

further ensures that parents have a clear picture of their child's development and future learning needs.

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

The childminder works closely with parents and takes great care to find out about and to meet children's individual needs. For example, parents share information about children's care needs and routines so the childminder can support children effectively. Consequently, children demonstrate a strong sense of security and are confident and self-assured in the childminding environment. Smooth transitions for new children and their parents are guaranteed as the childminder completes personalised settling-in sessions and gathers detailed information. The childminder's regular outings and visits to local amenities help children to develop confidence and independence in situations away from her home. This also helps children to prepare for a smooth transition to the local nursery and primary school. The childminder provides a nurturing environment in her home and children display a confident and happy demeanour. For example, they are eager to explore and

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

investigate the familiar surroundings but also enjoy the closeness and interaction they have with the childminder.

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

The childminder acts as a good role model in the calm and consistent way she approaches behaviour management. She is positive and offers lots of praise to develop children's self- esteem from an early age and this helps them to feel good about what they do and confidently try new experiences. New challenges, such as potty training and children putting on their own shoes are acknowledged and rewarded. This further encourages the children to succeed and is used in partnership with the parents. Children's good health is well promoted because the childminder follows effective hygiene procedures and practices, explaining to children about why they wash their hands and use anti-bacterial hand gel. Her guidance and support helps children to become independent in their personal care. For example, she encourages children to manage their own personal needs and younger children are learning to feed themselves. Meals and snacks meet with

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

individual children's needs and are varied, healthy and nutritious. Meal times are a social occasion with the childminder sitting with the children to develop their table manners and social interactions. Children enjoy being active and learn about the importance of fresh air and exercise. Younger children's routines for rest and sleep are adhered to and met through the close working relationship with their parents.

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

Children's safety is effectively promoted by the childminder. She provides a safe environment for them, while also developing their understanding of keeping themselves safe through daily routines and activities. On outings children learn about safe road crossing, while in the home they are involved in emergency evacuation drills and learn to use the toys and equipment in a safe manner. The childminder supports children to manage their own safety but gives them close and secure supervision should they need help and support.

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provision

The childminder is an experienced childcare practitioner who holds a recognised childcare qualification at level 3. She effectively demonstrates a good understanding of safeguarding children. The childminder confidently identifies possible issues and is aware of the procedures to follow in the event of a concern with regard to children's welfare. All required household members are suitably vetted and the childminder monitors who has access to the children. She completes robust risk assessments of the home, garden and outings which ensure children are kept safe. The childminder has established effective policies and procedures to support the safe and efficient management of the service provided. These are shared with parents, providing them with an insight into the childminder's role and responsibilities. All other required documentation is in place and well maintained. The childminder effectively monitors the delivery of the educational

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provision

programmes within her setting and has clear procedures in place to observe, assess and monitor children's progress.

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provision

The childminder is motivated to provide good quality care and learning for children and she strives to continually improve her practice. For example, she is a member of a local childminding group enabling her to seek advice, support and share ideas. The childminder is committed to continuing her professional development and plans to attend further child orientated courses, including, 'children learn through play'. This is so she can continue to develop her practice in early years and use these skills to enhance her good quality childminding provision. The childminder includes the parents and children in the evaluation of her provision to ensure their thoughts, views and ideas are addressed. However, there is scope to develop this further by monitoring the impact of any improvements on the achievements of the children.

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provision

Partnership working with parents is given good priority and supports the effective information sharing currently in place, enabling the childminder to meet children's individual needs well. Daily discussions, their child's learning journey and the childminder's internet pages, enable parents to be well informed, contribute to and be part of this child- orientated setting. The childminder also understands the value of close partnership working with other agencies, such as the nearby children's centres and early years settings, including the nursery and school to support and complement children's care and 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 EY459730 Local authority Leeds Inspection number 907194 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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