Childminder in Leeds

Inspection date

Previous inspection date 14/02/2014 28/05/2012

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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 a good awareness of how young children learn, which ensures that all children make good progress in relation to their starting points.  The childminder forms close and caring relationships with children in his care, which enables children to be settled. Consequently, they are happy and have good levels of confidence.  Children benefit from regular outings to a variety of indoor and outdoor local amenities, which extend and enhance their learning and development.  The childminder supports children's emerging speech and communication skills very well. He provides close interaction, responds to what they do and say, and repeats words back to them to aid their pronunciation.  Attention to safeguarding the children is paramount. There are effective strategies in place to make sure that children are protected from harm.

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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 hinder some parents from taking a full and active role in the observation and assessment process.  Natural and open-ended resources, such as wood, shells, feathers and fabrics, are not routinely accessible to encourage children to play and explore in different ways.

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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 held discussions with the childminder and spoke to children.  The inspector observed children in their play and when eating meals.  The inspector discussed the children's learning and progress with the childminder.

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Inspection activities

 The inspector checked the childminder's suitability, qualifications, policies and procedures, including safeguarding, accident and medication records.

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Inspection activities

 The inspector observed the interaction between the childminder and the children in the all areas of the home.

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife, who is also a registered childminder, and two adult children in Chapel Allerton, Leeds. The whole of the ground floor and the front garden are used for childminding.

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Information about the setting

The childminder cares for children from 8am to 6pm, Monday to Friday, except Bank Holidays and family holidays. There are currently six children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder attends local toddler groups and activities at the local children's centre and visits the shops, library and park on a regular basis. He 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:

 maximise opportunities to gather information from parents on their child's learning, and use this shared knowledge to plan together and to think through ideas of how to move the child forward

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

 increase the range and variety of natural and open-ended resources, such as wood, shells, stones and fabrics, in order to encourage children to play and explore in different ways.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage and the seven areas of learning to fully support all children's development. He knows the children in his care well. Individual learning files are in place for all children and these include photographs, observations and assessments. These are linked to all seven areas of learning and are used to identify next steps in each child's development. The childminder uses effective observations and collects lots of varied evidence to inform his planning; as a result, he includes suitable activities, experiences and challenges. However, there is scope to enhance the methods used to gather information from parents about all aspects of their children's progress, in order to further encourage all parents to take a full and active role in the observation and assessment process to support their child's learning.

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who attend

Children enjoy their time with the childminder and they participate in a range of interesting activities. The good range of experiences are thought about and decided prior to the session. However, the childminder is very flexible allowing children to do activities of their choosing. All activities successfully reflect children's individual interests. The childminder speaks constantly to the children about what they are doing, talking expressively as a matter of routine. He encourages children to extend their vocabulary through questioning and explanation as they gain confidence in constructing sentences. Babies and toddlers begin to babble and explore new sounds. The childminder pays attention to the messages children are sending verbally and non-verbally; he works at their level, giving lots of eye contact, and responds appropriately to them. This ensures that children's early language development takes a high priority.

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who attend

The play areas are well organised and offer a range of resources, such as, books, puzzles, musical instruments, small world toys and construction equipment. Resources are stored in containers that are easily accessible, so that the children begin to make independent choices in their play and learning. Books are displayed in low-level boxes and there are a good selection of fiction and non-fiction books, including those that provide information about a diverse society. Drawings are displayed on the wall in celebration of individual children's achievements. However, the range of resources available does not routinely include natural and open-ended resources which children can use, move and explore in a variety of ways. This means that for some of the children, opportunities to play and explore imaginatively are less well promoted. The childminder provides opportunities for children to engage in creative messy play, such as using cornflour. This type of play

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who attend

encourages experimentation and exploration while fostering the development of physical movement, thinking and problem solving. It also increases the opportunity for social play and the associated skills of turn taking and communication. As a result, children become active learners and are well prepared for the next steps in their learning.

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

Children develop close and caring relationships with the childminder. They settle particularly well because the childminder takes time to find out about their preferences, needs and routines, For example, information is exchanged with parents during settling-in sessions about dietary needs, allergies and routines to ensure that these are accurately met. This helps to ensure consistent care and make the transition from home into the childminder's care an easy process. The childminder speaks to parents each day about their child and has formed strong attachments with the children. As a result, children quickly feel at ease and begin to form strong and trusting relationships. Children feel safe and flourish in the care of the childminder because they form secure emotional attachments. For example, they seek reassurance when they feel unsure or are tired, and the childminder quickly recognises their unease by comforting them. He recognises when

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

children are tired and hungry and meets their needs appropriately. They smile and laugh with him and they enjoy cuddling close to him as they read books. This gives children a strong base and high levels of confidence and self-esteem to make good progress. Children demonstrate confidence as they explore the resources, and the childminder is always on hand to support their play. As a result, children's behaviour is good as they play cooperatively together. The childminder rewards good behaviour with praise and explains to children why certain behaviour is unacceptable. The overall atmosphere is one of calm, so children are happy and focused during child-initiated and adult-led play.

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

Children learn about safety through the childminder's calm reminders and expectations. For example, they are reminded to sit on their bottoms on the chairs so that they do not fall off. The childminder is an excellent role model and follows well-established hygiene routines. The children develop excellent self-care skills, for example, washing their hands and using the toilet independently. The childminder provides fresh drinking water for the children in individual drinking cups. Children have very healthy meals and snacks prepared by the childminder, who takes into account parental wishes. Children are prepared a cooked meal and are provided with a wide range of fruit and vegetables as an essential part of the meal.

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

Children are well prepared for the move to school and for their future learning. This is because children learn exceptionally positive skills and attitudes to exploring and learning, building friendships and their self-care. Links with local school are established to ensure continuity of care. Regular visits to the local Sure Start centre, parks and shops enhance children's experiences and provide additional opportunities for social interaction.

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provision

Children are effectively protected from harm as the childminder demonstrates a secure knowledge of his responsibilities with regard to safeguarding. He has completed training to support his understanding of child protection. Children remain safe and secure in the childminder's care, as he conducts thorough risk assessments of his home, garden and outings. Appropriate records regarding accidents are also kept and parents are informed. A range of policies and procedures meet the welfare requirements to support the safe and efficient management of the setting. The childminder has completed a self-evaluation process and he has clearly identified his strengths and weaknesses, which provide opportunities for him to review and evaluate his provision on a regular basis. As a result, the childminder is always reflecting upon his setting and the care he offers to the children. The childminder shows a commitment to further personal development by attending

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provision

relevant training events that become available.

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provision

The childminder monitors children's progress well and has a good awareness of their abilities and skills. The well-thought-out daily activities help him to ensure that he covers each area of learning with adult-led activities or plans for the availability of resources to support children's learning. The childminder is aware that children develop at their own rate.

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provision

Partnerships with parents are established, ensuring children's development is effectively enhanced, while supporting their needs and smooth transitions from home and to school. The childminder has a clear understanding of his responsibility to work in partnership with parents and other professionals to enhance learning opportunities and to seek early intervention if required. Parents share information about their child at drop-off and collection times. The childminder has established links with local agencies and schools to support all children andensure continuity of care and 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 EY402276 Local authority Leeds Inspection number 875206 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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