Childminder in Leeds

Inspection date

Previous inspection date 13/01/2014 14/05/2009

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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 has effective partnerships with parents, especially with sharing information on their child's learning and development. As a result, parents are involved in their child's learning and next steps, and can support this at home.  The childminder has a good knowledge of the individual needs and interests of the children in her care. As a result, she plans appropriate and stimulating activities across the seven areas of learning.  Safeguarding of children is good. Policies and procedures are implemented well. Consequently, children are protected and kept safe.  Children relate very well to the caring nature of the childminder, they settle quickly and form secure attachments with her. This enables them to be happy and feel confident in their surroundings.

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It is not yet outstanding because

 The interesting play environment is not yet fully resourced with an extensive range of natural materials and open-ended resources to further enhance children's very good exploratory and investigation 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 childminder and the children at appropriate times throughout the inspection and observed them engaged in activities in the living room.

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Inspection activities

 The inspector sampled a range of the childminder's documentation including children's records of learning.

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Inspection activities

 The inspector carried out a joint observation with the childminder and discussed the children's development.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2002 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 10 and 13 years in Halton on the outskirts of Leeds. The whole ground floor of the house and the rear garden are used for childminding. The family has a pet hamster.

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Information about the setting

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. There are currently five 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 8.30am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She is a member of 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 opportunities for children to enhance their good exploratory skills and further develop their strong sense of curiosity, for example, by providing an extensive range of natural materials for them to investigate.

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who attend

The childminder has a good understanding of how children learn and develop through play. She provides a broad range of first-hand experiences that promote children's curiosity and eagerness to take part. For example, children enjoy visiting to the local library where they select books to read and enjoy with the childminder and on their own. This supports their interest in books and stories and promotes their concentration and listening skills. Children follow up their interest in books and stories by self-selecting an educational number game which includes a book, a jigsaw and matching picture cards. The childminder explains that she is working on numbers and counting with the children and they are enjoying the diverse range of resources they can choose from that support this learning. During the activity the childminder skilfully uses the quality of her teaching to extend children's counting but also to develop their language and vocabulary skills as

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who attend

they talk about the pictures on the cards. Children demonstrate very good language skills for their age as they are able to use simple sentences, ask questions to extend their own learning and correctly use vocabulary which is of particular interest to them. For example, they talk about the make, model and colour of the cars on the pictures and those owned by their family members. The closeness of the relationship between the childminder and the children is reflected in the way they laugh and giggle together as they play, for example, as they recall past events. The childminder listens intently to the children and acknowledges their thoughts with enthusiasm, introducing new words and more complex sentences which further support their ability to communicate. This is further shown as children express their feelings when they see something they do not like, such as a picture of some spiders. The ability to express themselves promotes children's emotional development. The childminder

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who attend

skilfully includes all ages of children in the activities by adapting her questioning and language to suit the differing stages of their development. Children's physical development is effectively promoted in the setting, in the childminder's garden and in the local community. Children tell the inspector that they like the swing best when they go to the park and they give a demonstration of how they move their legs back and forth. In the home they show developing skills as they turn the large jigsaw pieces in their hands until they are able to fit them together. This also supports their developing hand-and-eye coordination. Children have free access to a good range of resources which support their learning across all areas, while offering challenging experiences. They particularly enjoy visits to the local farm where they see animals and enthusiastically collect leaves that have fallen from the trees to make into collage pictures. This helps to raise children's awareness

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who attend

and understanding of the natural world. However, there are fewer opportunities indoors to access natural materials and open-ended resources for children to explore and investigate using their senses, for example, different sized cardboard boxes, household items, wood and textured materials.

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who attend

The childminder makes learning fun and this is successfully nurturing children's confidence to develop their own ideas. Consequently, children are acquiring the skills to prepare them for their next stage of learning. The childminder knows the children well and accurately assesses their stage of development to plan appropriately for the next steps in their learning. Parents are involved in the initial assessment of their children, which forms the baseline for future planning. Children's development is recorded in learning profiles, which include samples of work, photographs and regular observations. Parents have free access to this information, including the children's progress check at age two. The childminder uses all the information she gathers to plan and provide further activities that enable children to make good progress in all areas of their learning.

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

During the inspection children play happily and talk willingly to the inspector. This shows they feel emotionally secure and settled, and benefit from the close attachments they form with the childminder. Children are taught good manners and remember to say 'please' and 'thank you'. The childminder places good emphasis on supporting children's speech and language to enable them to communicate. Conversations take place as they play and young children cleverly remember what they have been taught. For example, they quickly recall how they press the button and wait for the 'green man' when they need to cross the road. This introduction to road safety helps to raise children's awareness of staying safe outdoors. In the home, children are kept safe as the childminder uses a range of safety equipment, such as a safety gate and a fire blanket. She also regularly practises the emergency evacuation drill with the children ensuring they are able to leave the

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

Children are offered a varied menu of meals and snacks in partnership with their parents. This ensures a flexible approach to each family and ensures individual needs are well met. There are daily opportunities for children to talk about, taste and choose from a good selection of fresh fruits, such as, kiwi, apples, bananas and strawberries. This helps them to understand about a healthy diet because they are actively involved. Children walk to and from local childcare groups, schools and play areas on a daily basis. This forms part of their healthy lifestyle as they benefit from fresh air and exercise. The childminder provides opportunities for children to mix and socialise with other children of differing ages so they learn how to play and behave with each other. This supports children's understanding of good behaviour and the expectations of the childminder. Younger children also learn as they are gradually exposed and introduced into different environments and become skilled

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

at being part of a larger group. These skills support and prepare children in readiness for their move on to pre-school and school.

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

Children have very good access to a varied and interesting range of toys and resources. Many are readily available so that children can help themselves. Children willingly take part in planned activities and eagerly suggest their own ideas. This shows they are developing positive attitudes towards learning, skills they will need for the future. Space is used well and offers children access to different areas of the setting. For example, they use the comfortable living room to play and relax, sit to the large table to have meals, play games and enjoy art and crafts activities, and move into the conservatory to choose from the additional resources stored in this area. The childminder has planned and organised separate areas of her garden to enable children to experience outdoor play in all seasons. This supports children to enjoy experiences and learn in different surroundings, and promotes their good health and well-being.

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provision

Children are effectively protected from harm as the childminder demonstrates a secure knowledge of her responsibilities with regard to safeguarding. She keeps up to date with child protection legislation and is able to discuss the signs and symptoms of abuse which would raise a concern about a child in her care. The childminder knows what she must do if she has any concerns about a child's welfare or well-being, including who to report any concerns to. Children remain safe and secure in the childminder's care. She conducts thorough daily risk assessments of her home and garden, and monitors all visitors to her home by checking identification. A complete range of policies and procedures meet all welfare requirements to support the safe and efficient management of the setting, and these are used to share valuable information with the parents.

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provision

The childminder monitors the activities and play opportunities that children take part in. She uses her documentation, including observations of children, and her ongoing planning of activities and relates these to the seven areas of learning. In this way, she is able to identify any gaps in her provision. The childminder has a very secure understanding of each child's skills and abilities, and ensures she offers activities that support their interests and continue to challenge their ongoing development. She is able to identify her own strengths and continually plans where she can further improve her practice. She keeps up to date with required training sessions and, where appropriate, makes changes to her practice. The childminder is using the Ofsted self-evaluation form as the basis for her ongoing assessment of her provision. She also captures the views of parents and children to support her to identify pertinent targets and drive improvements forward. The

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provision

childminder has met the actions and recommendations from the last inspection. This includes obtaining required permissions from parents and implementing robust risk assessments. She has also developed her systems for observing, planning for and assessing children's development. As a result, children's safety and well-being have been enhanced and the childminder's quality of teaching and the children's learning are much improved.

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provision

The childminder is committed to partnership working to help her meet children's individual needs. Parents receive regular information to ensure they are fully informed about their child's care and education. For example, contact is maintained through daily discussion and free access to written records. Parents express their great satisfaction with the provision. They respond to the childminder's evaluation questionnaires with positive comments about the variety of activities and the good information shared by the childminder. She also receives thank you cards from children and their parents when they leave her care. The childminder does not currently care for any children who attend another early years setting. She does, however, have effective procedures in place to support children's transition and to work with other early years childcare providers when required. As a result, continuity and progression in children's learning and development is

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provision

supported. The childminder has a good relationship with the local school, which means that children's needs can be quickly addressed and their care and learning enhanced.

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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 EY152147 Local authority Leeds Inspection number 819510 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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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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