Childminder in Leeds

Inspection date

Previous inspection date 20/01/2014 09/11/2010

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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 gives good attention to safeguarding children. This is because she has a good knowledge of her role and responsibility in this area, which means she can respond promptly to any concerns and keep children safe.  Children form good attachments and bonds with the childminder. This is because she provides a reassuring, safe and secure environment and their emotional needs are effectively met.  The childminder has good knowledge of child development and how children learn and uses this knowledge to plan an appropriate range of activities, which are suitably challenging for children in her care. As a result, children make good progress.  Behaviour is managed effectively because children contribute to the rules and boundaries of the home. Consequently, children behave well.

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It is not yet outstanding because

 The methods used to gather information from parents about all aspects of their children's progress occasionally hinders some parents from taking a full and active role in their child's learning.  Opportunities for the youngest children to develop their independence skills are not always maximised.

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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 childminder's home.  The inspector spoke with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector looked at children's learning journals and a selection of policies and procedures.

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Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications along with arrangements for self-evaluation and improvement.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and five children aged between 22 years and 11 years in the Carlton area close to the Leeds/Wakefield boundary. The whole of the ground floor of the childminder's home is used for childminding. There is an enclosed garden for outdoor play. The family has a cockatiel as a pet. There are currently eight children on roll, five of whom are in the early years age group. They are cared for on a full and part-time basis. The childminder operates from 7.30am until 6pm, Monday to Friday, term time only. She takes and collects children from the local school and nursery and attends several toddler groups on a regular basis. The childminder is a member of the Professional Association for Childcare and Early Years. Her husband and one of her adult children are registered as assistants.

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

 improve the methods for allowing parents to share their views and observations about their children's progress, so that they are able to participate fully in their child's learning and a complete picture is gained about all children's achievements

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

 provide more opportunities to develop children in the younger age group independence skills.

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who attend

Children are happy and settled in the childminder's home. She has a good knowledge of child development and how children learn and uses this knowledge to plan an appropriate range of activities, which are suitably challenging for children in her care. The childminder plans a balance of adult-led and child-initiated activities, which are based on children's interests and their next steps in learning. For example, younger children are provided with a range of appropriate books with supporting props to choose from, while older children enjoy planned visits to feed the horses. Children's learning is effectively consolidated as the childminder links external experiences through resources and planned activities in the home. For example, children had been learning about planets and the universe at school and the childminder had provided activities to make three-dimensional solar systems in the home. Older children contribute their own ideas to planning on a weekly basis.

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who attend

Children's starting points are identified and recorded by the childminder on a progress tracking sheet, which is updated termly. Observations written in children's profile books link to the ages and stages and support the childminder to plan appropriate next steps in learning. Consequently, children are working comfortably within the typical range of development expected for their age.

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who attend

Parents contribute to children's baseline by completing an 'All about me' sheet. The childminder encourages parents to share information about their children's learning and development at home. However, approaches used are not always successful at involving all parents in their children's learning. This does not promote a collaborative approach to helping children make the best progress possible. The childminder shares the progress summary sheet on a termly basis and send children's profiles home on a regular basis. As a result, children's progress is shared with parents by the childminder on a regular basis.

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who attend

Adult interactions are good as the childminder sensitively engages with children by getting down to their level and supporting their language development with signs and gestures. For example, the childminder cuddles a toddler as she reads to them supporting the story by signing. 'Every child a talker' guidance information is displayed on the wall to support and guide her with children's language development. As a result, children are supported well in their acquisition of communication and language skills. Younger children develop their use and understanding of mathematical language. The childminder models counting when playing with the animals and by giving children two animals and asking them if they are the same. As a result, children are supported well in their early mathematical development. The childminder's home has a secure garden for children to play in and opportunities for physical play are provided throughout the day. Visits to the park and to

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who attend

local community areas further enhance children's physical and social experiences. Children learn to take manageable risks as they use large play equipment, such as the trampoline in the garden. Links are well-established with the local nursery and school where some children attend. This means that information about children's learning and development is effectively shared. Overall, children are making good progress in the care of the childminder and are developing the skills they need for their future learning and the eventual move on to school.

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

An appropriate individual settling-in process supports children well with their transition into the childminder's home. She works closely with parents to ensure a constant exchange of information is maintained to meet the individual needs of children in her care. As a result, children quickly feel at ease with the childminder and strong relationships are formed. Children regularly visit the nursery class when collecting older children, which effectively supports their move into school.

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

Children are at ease in the childminder's home as they confidently explore their environment and readily approach the childminder to invite her to play or, when they need support. Children are secure in her care and have developed a strong and positive relationship with her. For example, the childminder warmly and sensitively supports a child who has just woken up, by cuddling them and gently introducing them to some toys. As a result, children's emotional needs are effectively met. Children access a range of resources which are organised effectively, so that children can access them independently. A sleep area is offered in the adjoining lounge. As a result, children are able to make choices and decisions independently.

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

The childminder provides a safe environment for children. For example, there are locks on low cupboards, a fireguard and a safety gate. She promotes older children's safety further by discussing 'stranger danger' and providing relevant information, which is displayed on the wall. She is a good role model to children in her care and is polite, caring and listens attentively to children gently asking them to repeat words for clarification if necessary. Younger children are reminded not to tear a book, whilst older children have made their own rules, which include 'play nicely', 'be helpful', 'don't hit' and 'don't kick'. These are displayed on the wall and children are reminded of their rules if misdemeanours occur. The childminder reinforces good behaviour, for example, when she supports a child to let them take away their dummy and put it in their special place while they are playing.

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

Opportunities for children to develop their understanding of a healthy lifestyle and the importance of fresh air and exercise are promoted well. Children walk to and from school and regularly visit the local green and park to run around. Children are developing their understanding of a healthy diet as meals and snacks offered throughout the day are balanced and nutritious. Children are supported to manage their personal needs, for example, a step for young children is available for them to reach the sink and toilet. However, opportunities for the youngest children to develop their independence skills are not always maximised, as they are not encouraged to wash their own hands and face before and after mealtimes.

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provision

Safeguarding is good because the childminder has a clear understanding of safeguarding procedures. She confidently talks about early signs of possible emotional and physical abuse and has appropriate documentation to record concerns. There is a clearly written safeguarding policy, which includes the use of mobile telephones and cameras and the procedure to follow if an allegation is made against her. This means that children's welfare is promoted well. The childminder completed daily risk assessments on the indoor and outdoor environment. These identify any potential hazards as they are found and effective action is taken to remove them. She confidently explained her fire evacuation procedures. Documentation is well kept, such as the daily register of attendance and accident records. As a result, children's welfare and safety are promoted well.

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provision

The childminder has a good understanding of her role and responsibilities. All policies are clear and are in line with published guidance. She keeps herself up to date with current legislation and guidance through reading the Professional Association for Childcare and Early Years literature and information supplied from the local authority. The childminder monitors the provision and children's progress effectively by reflecting on a daily basis what has gone well and what needs changing. She adapts her activities to meet the range of children attending and their changing interests. This means that children's learning and development are promoted well. The childminder is becoming much more skilled in identifying ways to improve her provision and reflects on the things she does with children, in order to improve and enhance their learning and development. She encourages children to talk about which activities they like and do not like and seeks to

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provision

Partnerships with parents are well-established. Parents share information on a daily basis. However, there is room to further enhance this relationship by considering other ways to encourage parents to easily share their own views and observations about their child's learning and progress. The childminder has good links with the school to complement and support children's learning at the childminder's home.

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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 EY408946 Local authority Leeds Inspection number 875378 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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

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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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