Childminder in Leeds

Inspection date

Previous inspection date 07/03/2014 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

 Children's learning is promoted well by the childminder. As a result, they make good progress due to her skilful interaction and the quality of her teaching.  The childminder gives high priority to the supervision of children and to keeping them safe. Safeguarding policies and procedures are followed vigilantly and any risks are minimised effectively, which means children are protected from harm.  The childminder has developed close bonds and attachments with the children enabling them to feel secure and confident in her care. As a result, they are happy, settled and eager to explore the environment.  Partnerships with parents are strong with effective communication, enabling the childminder to tailor the care and learning children receive. Consequently, children feel secure, their care needs are met and they are motivated in their play and learning.

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It is not yet outstanding because

 There is less emphasis on how to extend even further children's very good outdoor learning experiences, particularly in the childminder's garden.  There is further scope to extend the good partnership working with other providers children attend to maximise continuity in learning.

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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 the childminder and children in the living room.

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Inspection activities

 The inspector talked to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector sampled a range of the childminder's documentation including, disclosure and barring checks for all adults, the childminder's qualifications, children's records of learning, the risk assessments and the self-evaluation form.

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Inspection activities

 The inspector discussed the joint observation with the childminder which took account of inclusive practice.

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Inspection activities

 The inspector acknowledged the views of the parents through a range of written documentation which includes their comments.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children aged 14, nine and three years in a house in Ireland Wood on the outskirts of Leeds. The whole of the ground floor, the first floor front bedroom and bathroom, and the rear garden are used for childminding.

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Information about the setting

The family has a dog as a pet. The childminder attends a toddler groups and activities at the local children's centre. She visits the shops and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder cares for children who have English as an additional language. She operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. She is a member of Professional Association for Childcare and Early Years. The childminder holds a recognised childcare qualification at level 3.

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

 extend further the use of the garden to support children's good outdoor learning experiences

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

 extend partnership working further to ensure positive working relationships are in place with all other providers children attend to enhance continuity in their learning.

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who attend

The childminder holds a recognised childcare qualification and consequently has a good knowledge and understanding of how to promote the learning and development of young children. She provides an interesting and challenging range of activities, which cover all seven areas of learning. The childminder has a secure knowledge of each child's stage of development and discusses this clearly and confidently. She supports this knowledge with effective assessment, achieved through regular observations. This ensures children's development and learning across all areas is monitored. The identification of next steps enables the childminder to set achievable targets for children's future learning. The childminder shares a three-monthly summary of children's development with parents. This not only enables her to ensure any gaps are identified and planned for, but allows the parents to have a clear understanding of how they can support their children at home.

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who attend

Parents also have regular access to their child's learning profile, which has a comments page enabling them to share information about their child's development. Effective monitoring, including the progress check at age two years and individualised planning ensures children make good progress in their learning.

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who attend

The childminder provides very good levels of care to young children and babies. She ensures that through her close partnership working with the parents she is able to meet their individual needs in line with their home routines. The childminder ensures secure attachments are made by holding babies closely and with a sensitive manner. She uses baby's daily routines to support their early learning and development. For example, as the childminder changes their nappies, she makes good eye contact and chatters to them. The childminder responds to baby's gurgles and smiles in a positive manner. She supports their early communication and language skills by copying the noises they make and by using a lively voice with different lilts and tones to enable babies to tune in and develop listening skills. Their physical development is supported well as they wriggle and stretch on the changing mat and they giggle and smile as the childminder plays tickling games on

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who attend

their tummies. In general, play the childminder encourages very young children to reach out for toys that are placed around them or as they lay under a baby gym. The resources available to the children are age and stage appropriate and younger children in particular enjoy activity centres as they see lights flashing and hear crinkly sounds when they squeeze and touch the toys. The more able children have good access to toys and activities which supports their interests and learning. They build and design with the construction bricks and draw and make marks with a good range of equipment. Children spend quality time in the designated book area. They sit comfortably on their own and look at books of their choice and eagerly listen to the childminder reading to them. The childminder further supports their preparations for the move to school by encouraging them to sit together and join in with circle time. This includes singing songs and gaining

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who attend

the confidence to speak in a group and learn the necessary skills of listening to each other.

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who attend

The childminder provides a good balance of child-initiated and adult-led play. Children enjoy outdoor play in the childminder's garden. They have good opportunities to practise their large movements through running and playing on large toys. However, there is scope to develop the use of the childminder's outdoor play area further, to enhance the good opportunities children have to engage in all areas of play and learning. Children have good opportunities to develop their understanding of nature and the local environment through visits in the local community and further afield. They also enjoy walks to the local parks and joining in at the library and children's centre where they develop their social skills and make relationships with other adults and children. The childminder further supports their understanding of the world by providing opportunities for them to learn about their own community and culture and about those of others in the wider world. In particular, the

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who attend

childminder works well with children who have English as an additional language. She has been learning key words and numbers in children's home languages to enable her to offer them good support. She has also introduced the use of sign language and children love to go to the sing and sign sessions at the local childcare group. The childminder also uses her skills with the very young children and finds that not only do children enjoy using sign language but it promotes a fully inclusive setting for all children. Children are well prepared for their transition to school. This is because the childminder encourages them to become independent and learn skills for the future, such as, practising putting on coats and shoes and using the bathroom without support.

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

The childminder provides children with a welcoming environment that accommodates parents' flexible childcare needs very well. She offers children a good range of age- appropriate resources that are attractively displayed to enable them to explore and make independent choices in their play. Good relationships are evident between the childminder and children. She is ready to give comfort to the youngest children. She recognises the signs of them becoming tired or hungry and they enjoy a cuddle after waking from their sleep. Young children sleep according to their own particular needs and the childminder checks them regularly to ensure their comfort and safety. The childminder maintains consistent routines, which closely follow home routines and effectively supports children's care, learning and play. The childminder encourages parents to visit as many times as needed with their child before attending on their own for the first time. This helps children

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

to feel secure and settled in her care and they make the transition between home and the setting easily. The childminder ensures that she continues to capably meet children's requirements by constantly sharing information with their parents.

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

The childminder maintains children's good health through effective hygiene routines and offers young children skilful support to become independent in their self-care. For instance, they learn to independently access drinks and see to their own personal care in the bathroom, accessing liquid soap and paper towels for hand washing. Children benefit from eating the healthy meals and snacks provided by the childminder throughout the day and their enjoyment is further promoted as they regularly take part in baking and cooking activities. The childminder is clear about children's individual health needs and ensures she provides healthy home-cooked foods which meet their individual requirements. The secure garden offers children daily opportunity to enjoy plenty of fresh air and exercise to further support and maintain their good health.

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

The childminder talks to children and encourages their play; she enthusiastically maintains a good social atmosphere which raises children's self-esteem and confidence. Children display positive and secure attachments and the childminder promotes good behaviour through ensuring secure and trustworthy bonds with each child. The childminder uses effective reward systems, such as, giving lots of praise and encouragement and as a result, children learn to share, take turns and respect each other. The childminder displays the rules of the house for the children to use as a reminder and assist them in maintaining their own good behaviour. The childminder uses her skills to accommodate children's need for both individual attention and the valuable time they need with their peers. The childminder also acknowledges that children can also learn good behaviour from each other and she ensures she provides good support for them. If a child is demonstrating

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

unwanted behaviour, the childminder offers them redirection or uses other age appropriate strategies, for example, time out. The childminder ensures good safety precautions are in place within the home and when out in the community to make sure that children are kept safe. Through planned activities and ongoing routines they understand about how to cross the road safely and regularly practising the evacuation drill form the home further protects them from harm in an emergency situation.

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provision

The childminder is an experienced childcare practitioner, who uses her previous experiences and training to ensure she meets the requirements of the Early Years Foundation Stage well. She has a very clear understanding of safeguarding issues and her responsibility to protect children from harm. She has completed child protection training and advises parents of her responsibilities through discussion and access to a broad range of policies and procedures. The childminder implements robust risk assessments, which help to create a child-friendly and safe environment for children to play and explore with confidence. She remains constantly vigilant and reassesses the environment to reflect the ages and level of understanding of the children that attend. In addition, the level of close supervision offered to the children is consistently good. The childminder is knowledgeable about how children learn and understands her responsibilities in meeting the learning and

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provision

development requirements. As a result, she ensures that children receive a broad range of experiences across all areas of learning, particularly the three prime areas for the youngest children. The childminder monitors their progress towards the early learning goals, including discussing when required the progress check at age two years with parents. As a result, the childminder easily identifies any areas where additional support might be needed, in order to help children make good progress in their overall development.

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provision

The childminder keeps parents well informed about the policies and procedures that underpin her childminding practice, so that they fully understand the care their child will receive. She exchanges plenty of information with parents, so that they are clear about their child's daily activities and the progress they are making. She discusses and shares learning records, to inform them of their child's current development stage and she encourages parents to add their comments and share their children's experiences from home. As a result, parents gain a good understanding of their child's progress and can contribute more effectively to their continued development. The childminder cares for children who also attend other early years settings. She has started to make links with these providers in order to share information about children. However, there is room to enhance current practices in order to further promote a collaborative approach to

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provision

children's learning between all settings.

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provision

The childminder is enthusiastic about her work with the children and demonstrates a positive attitude to continually raising the quality of the care she provides. She is using the Ofsted self-evaluation form to effectively identify her strengths and areas for continued development within her provision. The childminder reflects on her provision and seeks the views of the parents and the children well to enable their thoughts and ideas to support future improvements. The childminder has identified attending further training as a way to develop the care and learning opportunities she provides. This is to more confidently meet the differing needs of the children in her care, for example, learning for boys. The childminder has made several changes to her setting since registration. For instance, she has developed her knowledge of languages and cultural diversity to enable her to fully support the children in her care. As a result, the childminder is more able to meet their

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provision

individual needs and those of their extended family.

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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 EY465477 Local authority Leeds Inspection number 935149 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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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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