Nicholls Tracey

Inspection date

Previous inspection date 07/01/2014 13/07/2009

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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

 The childminder understands the children's individual learning needs effectively. This results in children receiving good support to help them progress towards the early learning goals.  Children develop close attachments to the childminder. This is because she spends good quality time supporting them through daily events, and she consistently praises them during the day.  The childminder supports children's developing communication and language skills effectively. This is because she uses consistent talk and clear questioning through activities and routines.  The childminder liaises regularly with the parents to support children's ongoing progress.

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It is not yet outstanding because

 There is scope to improve the organisation of the learning environment indoors and outdoors, to support children's early reading skills.  There are other ways to make the best possible use of numbers indoors and outdoors, to extend children's 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 spoke to the children present and 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, information from parents and the policies and procedures.  The inspector observed a range of play resources indoors and outdoors.

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Information about the setting

The childminder was registered in 1996 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two adult children in the Beeston area of Leeds, West Yorkshire. The childminder works with assistants. The whole of the ground floor and the rear garden are used for childminding. The family has a pet dog.

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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 12 children on roll, of whom six are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, 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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To further improve the quality of the early years provision the provider should:

 extend the opportunities for children to become familiar with written words, for example, by incorporating further print to all the areas where children explore

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

 develop the learning environment indoors and outdoors to support children's mathematical skills, for example, by extending the use of number labelling to support counting and the recognition of numerals.

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who attend

The children's individual learning needs are understood effectively by the childminder. As a result, differing age groups and abilities of children receive good support to help them make progress across the seven areas of learning. Children are developing comfortably within the typical range of development expected for their age, according to their starting points and time spent at the provision. The quality of teaching is good. The childminder ensures that the children receive a balanced and broad range of activities that present challenges for them. For example, they enjoy a group activity. The childminder is skilful at including all the children equally and she ensures that they have time to explore the resources at their own pace. This causes great delight to them as they investigate and also results in them asking questions and formulating their own ideas, which is conducive to their learning. The childminder uses effective questioning to help children name and

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who attend

recall the different colours as they make marks using their fingers in brightly coloured paints and as they use thick chalks. They are also developing their physical skills and early literacy skills during this activity. The childminder also supports the activity effectively by discussing the marks that the children make. In addition, she ensures that the children access books and enjoy stories. There are some words displayed in the environment, which the childminder uses to help the children recognise text. However, opportunities for children to recognise words within the home environment indoors and outside, and therefore further progress their literacy skills, are less well developed.

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who attend

Consistent communication and purposeful interaction by the childminder during activities and routines support children's language development successfully. The childminder listens to children, repeats words and is clear about how to effectively question the children to aid their thinking during activities. Children learn about the diversity in communities because the childminder ensures that they celebrate a range of cultural festivals at different times. She supports children's mathematical skills well overall. For example, she helps children recall their knowledge about familiar shapes, and numbers, and she teaches them new shapes as they look at books closely together. The childminder skilfully adds to the learning experience by helping them recall a recent song that they are learning that links to some of the shapes in the story. Children learn to count, for example, the childminder instigates counting as they select the crayons. However, there is

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who attend

scope to help children to extend their counting skills and use numerals to further develop their early mathematical skills. For example, by extending the number labels and how they are used within the inside and outside play area.

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who attend

The childminder uses her observations of children successfully to plan for their next steps in learning. She tracks the children's progress and effectively identifies where children need additional support. The childminder ensures that she fills the identified gaps in the children's learning when planning activities for them, such as progressing their communication and language skills and physical skills. All of this supports their readiness for school effectively and helps children to make good progress. The childminder works with the parents closely to support their learning through sharing daily happenings and the children's records of learning. This ensures both parties work together to support children's all-round development. The childminder has a good understanding of how to implement the progress check at age two. She works closely with the parents to ensure that this is carried out at the best time for the child, to support their ongoing development

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who attend

effectively within the prime areas of learning.

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

The childminder helps children develop strong skills in the three prime areas of learning. For example, she consistently uses talk during activities and routines. Her cheerful attitude, as she positively interacts with the children, ensures that they develop a close attachment to her. All children respond comfortably to her within the environment, and they smile a lot. The good interaction that they receive results in the children extending their confidence and they are motivated to learn and interested in what is happening within the environment. The childminder is consistent at giving all the children lots of praise and encouragement during routines, such as for tidying up, counting and remembering to say 'please' and 'thank you'. This supports their developing independence skills and their self-esteem. The childminder repeats questions and gives the children encouragement until they achieve different tasks. This helps them to work out problems

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

and to keep on trying. In addition, the successful input from the childminder supports children's behaviour positively, and their behaviour is good.

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

Healthy lifestyles are promoted effectively because the childminder ensures that the children receive regular outdoor activities that promote exercise, such as exploring the garden, going to parks and on trips to places of interest. The children are developing a good understanding of the importance of eating healthily. This is because the childminder gives them healthy food choices, such as fruit and sandwiches with healthy fillings. The childminder is enthusiastic in all her interactions, which includes discussing with the children about the importance of washing their hands before they eat. This supports children's thinking process and promotes their good health. Children explore a hygienically maintained environment, which is safe for use indoors and outdoors. They learn about risks and how to manage them. For example, the childminder teaches them to help tidy up and pick up toys so that they and other children do not fall.

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

Children have a firm foundation to support their transitions between provisions and when they move from the provision to nursery and school. This is because they receive good support to help them develop positive relationships and tackle tasks independently. In addition, the childminder is proactive in preparing them for school by working with parents to support children in their understanding of changes. In addition, the childminder helps with visits and talks to them about the experiences they may come across. This supports their emotional well-being effectively.

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provision

The childminder implements the safeguarding and welfare requirements effectively. For example, she has a clear understanding of how to keep children safe from harm and who to contact if any concerns arise about a child in her care. All current persons living in the household or working with the children have appropriate background checks. This means they are suitable. Documentation to support children's safety and well-being is implemented well. This includes the relevant insurance policies. The childminder works at times with assistants. She ensures that they are appropriately deployed and aware of the required policies and procedures and how to implement them to support children.

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provision

The childminder has a good understanding of how to implement the learning and development requirements for differing ages and ability groups overall. This is demonstrated in how she teaches children to help them make good progress. The childminder forms good working relationships with the parents, to support the children's ongoing development successfully. She has a clear awareness of her own provision's strengths and areas for development, and she demonstrates a positive attitude towards making ongoing continuous improvements for children. For example, she has effectively met the action and recommendations from the last inspection by updating required documentation to support children's safety and well-being. In addition, she has implemented an effective way of using observations and assessment to support children's next steps in learning, and she has ensured she includes parents in the plans to help

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provision

children progress with their development. The childminder's commitment to find out information, attend training and meet with other childminders has a positive impact on children's developing skills and well-being. This is because she is keeping herself updated, and therefore provides good support to children's overall development. The childminder listens to children and responds to their needs in daily practice. This helps children have a voice throughout daily events.

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provision

The childminder liaises closely with other early years provisions to support children. For example, she shares information, focusing on the children's individual needs, and understands the importance of liaising in partnership with other agencies when required to support children. All of this means that children's learning and well-being is effectively supported.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 320107 Local authority Leeds Inspection number 920328 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 12

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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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