Hulland, Louise

Inspection date

Previous inspection date 27/08/2013 22/04/2013

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early years provision

This inspection: 3 Previous inspection: 2 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 cared for in a warm and welcoming environment. They are settled and form close relationships with the childminder. Consequently, their care needs are suitably met.  The childminder's home is appropriately organised so that children can freely access the range of toys and activities available to them.  Children regularly visit local community groups and parks where they join in physical activities and socialise with children of a similar age. This helps to prepare them for school.

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It is not yet good because

 Observation and assessment of children lacks the detail needed to enable the childminder to have an accurate understanding of what children can do and need to learn next.  Partnerships with parents are not fully effective as information sharing is not linked to children's learning and development. Consequently, parents are less able to share their child's learning at home and be fully involved in learning in the setting.  Evaluation and reflection is not an ongoing process to focus on areas which need improvement. As a result, systems for continuous development are not fully effective.

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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 in the lounge and the garden.

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Inspection activities

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

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Inspection activities

 The inspector looked at a selection of the childminder's documentation, including children's learning records, records of attendance and risk assessments.

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Inspection activities

 The inspector acknowledged the thoughts of the parents through written statements.

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Information about the setting

The childminder was registered in 2003 and 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 two, 12 and 14 years in Kippax on the outskirts of Leeds. The whole ground floor of the house, 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 attends local toddler groups and 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 11 children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates from 7.15am until 6.15pm, Monday to Friday, except Bank Holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve observation and assessment of children's learning, so that there is a clear understanding of their levels of achievement, and challenging learning experiences can be planned that support their next steps

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must:

 improve partnerships with parents to ensure that they receive accurate and precise information about their child's interests and achievements while in the setting, and enable them to share what their child is learning at home.

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

 implement more effective systems for self-evaluation and reflection to monitor, analyse and assess strengths and weaknesses to drive continuous improvement.

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who attend

Children settle well into the childminder's home. They explore their surroundings independently, as well as seeking out the childminder to show her things and to ask for her help if they feel they need it. The childminder generally supports children well as she interacts with them and joins in their play. She talks frequently to them, modelling language and asking some challenging and open questions to encourage their thinking. They make suitable progress in most areas of their learning and development, and begin to acquire some overall skills that help to prepare them for their future learning. This is supported by a balance of adult-led and child-led activities. For example, children enjoy being outdoors and have great fun as they use the new slide and dig in the sandpit. They giggle and chat with the childminder and demonstrate confidence in her, showing that they feel safe. Younger children are confident and demonstrate effective communication

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who attend

and language skills by talking to the childminder and recalling events that have taken place in their families. They run and toddle about the garden with freedom and confidence, enjoying the fresh air and sunny day.

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who attend

Information about children is given by parents when their children start at the setting. The childminder shares information about children's routines and achievements with parents at the end of the day, and overall, children are beginning to obtain the skills, attitudes and dispositions they need to be ready for school or the next stage of learning. However, the childminder is not routinely tracking children's progress, nor are observations and assessment securely linked to planning the next steps in their learning. Therefore, children's learning is not wholly consistent and they do not make the best possible progress because the childminder cannot be sure that activities are suitably challenging and interesting enough. The childminder has the required documents in place to complete the progress check at age two and is aware of the need to gather information to feed into this. This includes input from parents.

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who attend

Throughout the inspection the children were busy and engaged in a suitable range of activities and experiences. Both younger and more able children enjoy playing alongside each other as they build with the construction bricks. They happily chat about their ideas for the structure and include the childminder in their conversations. The childminder's quality of teaching supports the children's development as she asks them about the colour, size and number of bricks they are using. This helps to develop their understanding of mathematical concepts and language. The childminder's engagement in the children's play enables them to develop their concentration skills, and they spend extended periods of time at an activity. The childminder also shows skills at including all children in the activity as she supports the youngest child to pull himself up against the toy box and reach in to pick out the toys and bricks.

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who attend

Children enjoy role play activities and make meals and cups of tea for the childminder and their friends. Young children examine and chat about the different play food, while the more able ones select cups and saucers and match the correct lid to the teapot. The older children spend their time encouraging the younger ones and also enjoy their time with the technological resources. For example, one child takes photographs with the digital camera, while another skilfully uses a handheld game and computer tablet. This supports children's understanding of the world and in particular their knowledge of technology.

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

The childminder is sensitive to children's needs and has developed warm, affectionate attachments with them. Children enjoy close and trusting relationships with the childminder, which are developed over a period of time as they are gradually introduced to her home. Consequently, children feel confident to explore their surroundings within a caring and secure environment, which enables them to settle quickly and to become active in their play. Good settling-in times ensure the childminder can obtain information about children's backgrounds from their parents. This helps their smooth move from their home to the childminder's setting. The childminder has built up effective links with other establishments children attend. This helps prepare children well for their next stage of learning and aids their smooth move to either pre-school or school. Also, regular visits to other groups and settings mean that children can develop their confidence in various

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

social situations, which helps to prepare them for moving on. The childminder adeptly involves children in activities that encourage them to learn how to concentrate during specified periods of time. Information is shared with other providers, which helps to promote the continuity of care and learning for each child.

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

The childminder provides a safe environment and has simple rules in place to ensure children understand the need for safe play. They also take part in fire evacuations so they learn how to keep themselves safe. Children behave well and learn social skills, such as sharing and taking turns. They learn good behaviour from the childminder's consistent approach to positive behaviour management. She praises and encourages them when they persevere at a task or achieve a result, for example, when they help tidy away the toys, or when they successfully complete a jigsaw puzzle. This process encourages their self-esteem successfully. Children develop independence and self-help skills. They find their shoes when they are going out to play, and younger children feed themselves from an early age. Furthermore, they are free to play and explore within the indoor and outdoor environment, which supports their development of confidence and independence.

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

Healthy lifestyles are promoted and the childminder works in partnership with parents to ensure a flexible arrangement with regard to the provision of meals and snacks. The childminder provides the children with regular access to drinks and daily fresh air and exercise in the garden and at local parks. This supports their understanding of how to keep themselves fit and healthy.

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provision

The childminder demonstrates a sufficient knowledge and understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation. She understands her role in child protection and has sufficient referral details in place should she have concerns about a child in her care. Overall, children are kept safe and their well-being is promoted sufficiently. The childminder's home is safe and secure, and risk assessments help to identify and minimise hazards. The risk assessments are clear and show the hazards the childminder has identified and the precautions she has taken to keep the children safe. A suitable range of policies and procedures are in place to support children's welfare, and these are made available for parents to see. The childminder maintains appropriate records for medication and fire evacuation drills, to adequately promote children's safety overall. However, this

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provision

inspection was brought forward because Ofsted received information about a concern regarding the numbers of children the childminder was caring for. Although Ofsted did not find any evidence to uphold this concern, they did raise an action for the childminder to implement a daily record of the names and hours of attendance of the children cared for. The childminder is now maintaining a record of the children in her care.

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provision

The childminder understands the purpose and value of self-evaluation. She is very willing to seek advice, guidance and training, in order to improve her knowledge and skills. The childminder discusses her commitment to making ongoing improvements, so that the quality of care, learning and development for children is enhanced. However, she has not addressed the recommendations raised at the last inspection or updated her own evaluations and action plans. Consequently, the childminder is not driving improvements within her setting. The childminder is monitoring her practice in a mostly satisfactory manner. For example, she has completed some evaluation of the play activities the children participate in. This has helped her to plan better activities for the children. However, monitoring is not robust enough or sufficiently up to date to plan for the next steps in children's learning or to show how the educational programme is delivered to

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provision

ensure each child is fully challenged. The childminder continues to attend training events to update her knowledge and skills. For example, she has recently completed food safety and health and safety courses.

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provision

The childminder works with parents to meet the children's individual care and welfare needs. She provides flexible care arrangements in line with their work and personal commitments. However, there is less information shared with regard to children's learning, and parents are not guided as to how they can support and share their children's learning at home. Therefore, progress is not fully supported. The childminder is aware of the need to liaise with other settings children attend when required to share information about their learning and welfare. She has links with the local school and community groups, which enables her to offer support with children's school readiness and transition between settings.

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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 EY249193 Local authority Leeds Inspection number 928711 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 11

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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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