Falkingham, Rebecca

Inspection date

Previous inspection date 22/01/2014 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 knowledge of current learning and development guidance. She effectively promotes children's learning through good communication and interactions, so they make good progress.  The childminder supports children's language skills very well, as she provides close interaction, responds to superbly extending their creative interests and engages skilfully with them. Consequently, children are very settled, happy and enthused. As a result, they make good progress in their learning and development.  Children are cared for by a very competent childminder who provides a well-maintained and secure environment. As a result, children feel safe and secure.  Parents are very pleased with their children's care and progress. The childminder works very well with them to keep them updated and shares information regularly. This means that partnerships are good to provide continuity and consistency for children.

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It is not yet outstanding because

 There is scope to extend children's already good mathematical skills by providing more opportunities for children to see and recognise numerical labels.

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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 playroom.  The inspector conducted a joint observation with the childminder.  The inspector held conversations with the childminder throughout the inspection.  The inspector sampled children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications, risk assessments, policies, procedures and the childminder's self-evaluation documents.  The inspector took account of the views of parents from questionnaires.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and child aged 10 months in Woodlesford, Leeds. The whole of the ground floor is used for childminding purposes and there is an enclosed area for outdoor play.

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Information about the setting

The childminder attends local toddler groups and visits parks on a regular basis. There are currently 10 children on roll, seven of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Thursday, except Bank Holidays and family holidays. She has a childcare qualification at level 4 and 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:

 enhance children's mathematic skills by providing further resources with numerical labels.

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who attend

The childminder plans a range of interesting, motivating and challenging activities across the seven areas of learning that are matched to the needs and interests of individual children. For example, she plans a visit to local library reading sessions to further develop children's interest in books. Teaching is good because she has a good strong knowledge of where children are in their learning, as she uses information from parents and her own observations to establish their starting points. For example, she completes accurate initial baseline assessments and identifies learning and teaching priorities based on her precise findings. As a result, the ongoing observations and assessments are planned carefully with the needs of individual children in mind.

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who attend

The childminder plans activities in a manner that positively promotes the children's own play ideas. As a result, children are confident in using their imaginations and are enthused by the activities that interest them. For example, they delight in using large cardboard structures to decorate a caterpillar. The childminder is skilled at extending their play and ensuring the environment invites positive responses from the children as they explore the introduction of painting in different directions and using a range of colours. Children are generally provided with a good range of play equipment. Focused teaching around communication and language enables children to develop their confidence with language using songs. They explore the different noises that instruments make, and with the support of the childminder, they begin to learn how sounds can be changed. Children also take part in many good quality mathematical games using books, board games and

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who attend

utensils. However, they have fewer opportunities to extend their good mathematical skills as the learning environment is not rich in numerical labels. Children express their own thoughts and ideas through creative play. They enjoy using art and craft materials to express their ideas. For example, they make interesting masks and are proud to demonstrate their creations. This means that children are confident and they make good progress in all the areas of learning. As a result, children are gaining the key skills they need for the next steps in their learning.

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who attend

Parents are encouraged to share information about what children have enjoyed at home, so that the childminder can extend this further. For example, the news of a pregnancy was used to explore children's ideas about family and community. As a result, the childminder has a full picture of children's interests, both at home and in the setting, and plans effectively using these to support their future learning. The childminder has a good knowledge and understanding of the progress check at age two and is knowledgeable on how to complete this with parents. This helps to keep them well informed of their child's progress and development.

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

The childminder is committed to providing a home-from-home atmosphere for all children in her care. She is calm and caring and children relate very well to her. They love playing alongside her and sharing their achievements. Children thrive on the close bond they have developed with her and enjoy being in her care. This is demonstrated as children engage in moving things together to set up the creative games. In addition, the planned daily routine allows children to quickly build secure emotional attachments and trusting relationships, and helps children to feel safe. This means that settling-in procedures are very effective and children's personal, social and emotional development is effectively promoted. Children's behaviour is good as they are fully engaged in their activities. They learn to play alongside each other and share resources. This is enhanced by visits to group settings and school. Children are very independent and confident, which helps to prepare

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

them well for the next stage in their learning.

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

Children's awareness of health and safety is promoted through daily routines, discussions and activities. For example, children are provided with healthy snacks and nutritious, home-cooked meals, and this promotes their awareness of healthy eating. Children learn good hygiene habits as they wash their hands before eating and after visiting the toilet. Healthy lifestyles are further supported as the childminder takes advantage of the outdoor learning environment by visiting local activity areas. This means that children can explore the natural environment and learn about the environment. Children also take part in a range of opportunities to develop their physical skills. For example, the childminder plans a range of activities to use large and small physical apparatus. Children demonstrate their physical skills by moving large cardboard box structures and do so competently. The good range of indoor and outdoor opportunities ensure that children have plenty of activities to

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

support the development of small and large muscle skills. The childminder fully understands the importance of preparing children for the transition to other settings, such as nursery and school. For example, she seeks consent from parents to share children's development records and asks other settings to share information with her. The childminder uses this knowledge to effectively support children as they move on to a new setting. This ensures transition is strong and helps children to feel confident.

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provision

The childminder has extensive experience of working in good quality daycare settings. As a result, she is able to successfully implement the safeguarding and welfare requirements. The childminder has clear policies that have been updated, which she shares with parents, and she has attended a safeguarding course. She talks confidently about what she would do if she had a concern about a child in her care and has an up-to-date list of people to contact if she needs advice. The childminder's documentation is well organised, easily accessible and underpins her practice well. She is aware of her responsibilities when administering medication and treating minor accidents, and holds a valid first aid certificate. Children are kept safe inside and outdoors because risk assessments ensure any possible hazards are eliminated.

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provision

The childminder fully understands her responsibilities in meeting the learning and development requirements. She monitors the educational programmes across all seven areas of learning, and the joint records show that children are making good progress towards the early learning goals. The childminder demonstrates commitment to continually improving her provision. She strives to improve her practice by considering her training needs and further developing areas, such as the enhancing the environment with numerical signs and labels. Overall, the childminder's process for self-evaluation is developing very well.

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provision

The childminder has developed strong, trusting relationships with parents. Parents comment in questionnaires that they are delighted with the service and they value the opportunity to attend pre-planned meetings in the evenings. Partnerships with other providers are very effective. Where children attend nursery or school, information is prepared and ready to be shared about children's welfare and learning. This means that they are well informed about children's current progress in their 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 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 EY461133 Local authority Leeds Inspection number 929052 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 10

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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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