Corah, Tracey

Inspection date

Previous inspection date 10/03/2014 27/07/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 make good progress because the childminder is a good teacher. She encourages children to learn by playing alongside them and by introducing learning opportunities into daily routines.  The childminder is experienced and has a very good understanding of children's feelings. She develops close supportive relationships with them and they are happy and secure.  Children are well supervised and the childminder has clear written risk assessments that cover all aspects of her care, which she checks and reviews regularly. She has a good understanding of safeguarding and this helps keep children safe.  The childminder builds good relationships with children's families and regularly exchanges information with them. This helps ensure that she successfully meets children's individual care and learning needs.

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It is not yet outstanding because

 There is scope to provide children with a greater number of opportunities to recognise that print has a purpose by labelling objects with words relevant to them.  There is scope to review menus to increase the range of healthy foods offered, so children gain a greater understanding of the need for variety in food as they learn about healthy lifestyles.

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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 had a tour of the parts of the premises that are used for childminding.  The inspector observed the childminder playing with the children.

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Inspection activities

 The inspector conducted a joint observation with the childminder and discussed her teaching and the children's learning as they played.

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Inspection activities

 The inspector talked to the childminder about her practice, self-assessment and plans for development.  The inspector looked at children's assessment records.

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Inspection activities

 The inspector checked evidence of suitability of adults who lived at the premises, the childminder's qualifications, self-evaluation form and other documents.  The inspector took into account the views of parents.

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Information about the setting

The childminder was registered in 2001 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two adult children in a house in the Farnley area of Leeds in West Yorkshire. The whole ground floor of the house is used for childminding, along with a bathroom on the first floor. There is an enclosed garden to the side of the house for outside play. The childminder has a dog as a pet.

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Information about the setting

The childminder helps run a weekly toddler group and a childminding group. She visits the shops and park on a regular basis and collects children from the local schools and nursery school. There are a total of nine children on roll, four of these are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 7am 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:

 enhance menus to increase the range of healthy foods offered to children, so they understand the need for variety in food as they learn to develop healthy lifestyles

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

 review opportunities for children to recognise that print has a purpose, by labelling objects with words relevant to them, such as children's cups or pegs with their names.

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who attend

Children make good progress because the childminder is a good teacher. She encourages children to learn by playing alongside them. The childminder also introduces learning opportunities into daily routines, for example, she counts each spoonful of food as children eat yoghurt. She also promotes children's language and mathematical skills by singing nursery rhymes and songs. The childminder is very good at developing children's communication skills. For example, she responds to children's pre-verbal babbling and repeats words of objects and actions that interest children. The childminder knows children well and carefully assesses their stage of development. For example, children are interested in playing ball, so she bought a new small ball for the younger children. This means that children are highly motivated and engaged in learning and make good progress. The childminder arranges her room effectively to provide good learning opportunities for

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who attend

children. For example, resources are stored in easily accessible and labelled storage units and books are stored with the front covers visible. This enables children to select resources they want to play with independently and encourages them to develop enthusiastic attitudes to learning. Children enjoy listening to stories, sitting on the childminder's knee. This encourages children to develop an interest in books and learn how to use them. However, there is scope to provide children with a greater number of opportunities for them to recognise that print has a purpose by labelling objects with words relevant to children, such as children's cups or pegs with their names.

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who attend

The childminder is very organised and keeps detailed records of children's activities and achievements. When children start with the childminder, she gathers information from parents about children's interests and stages of development. The childminder uses this information to plan interesting and exciting age-appropriate activities, which encourage children to make good progress. She takes photographs and uses these together with notes and assessments to make a learning journal. This provides parents with a clear record of their children's learning and development and enables the childminder and parents to work closely together to provide good learning opportunities for children. This helps children to make good progress in their learning and development. The childminder uses observations and notes to assess children's development and to plan activities and experiences for them based on what they enjoy doing. She monitors the activities she

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who attend

observes to ensure she provides a range of activities that promote the prime areas of learning, communication and language, physical development and personal, social and emotional development and the four specific areas of learning as they get older. The childminder also uses these observations and assessments to work with parents to write the required progress check at age two years. This means that the childminder can help parents to quickly seek support from other agencies, such as speech therapists, should their child not be making expected progress for their age. This system of observation, assessment and planning ensures children make good progress and they gain the necessary skills to support their future learning.

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

The childminder is experienced and has a very good understanding of children's feelings. This means that she is able to develop close supportive relationships with them. Children are happy and secure. She ensures she offers them a wide variety of experiences, both in the home and outdoors. For example, she provides interesting treasure baskets, which are designed to help children explore their world using all their senses and outdoors they grow potatoes. They also visit toddler groups and shops on a regular basis. This means that they have opportunities to meet other children and adults and develop their social skills. The childminder joins with other childminders to visit places further afield. This means that children have rich learning experiences and are encouraged to be inquisitive and active, which improves children's sense of well-being. They also get plenty of fresh air and exercise, which helps them to develop some good attitudes towards a healthy lifestyle.

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

However, there is scope to enhance the menus further to increase the range of healthy foods offered, so children understand the need for variety in food and how this contributes towards a healthy lifestyle. The childminder responds very effectively to children's needs. She can do this because she works closely with parents to understand their children as individuals and as a result, children develop high levels of well-being and confidence. The childminder gives children lots of praise and encouragement. This enables them to develop high self-esteem. Children learn to behave well because the childminder is an excellent role model and she teaches children appropriate ways to behave. She is considerate and treats children with respect. The childminder takes into account children's interests and ideas. She is also perceptive, which means that she understands what children need and want.

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

The childminder ensures children have independent access to drinks throughout the day and she teaches them to wash their hands before eating. In these ways, children begin to learn how to keep themselves healthy. They also learn to keep themselves safe as they practise regular fire drills. The childminder encourages children to be independent. For example, she provides two spoons when children who are learning to feed themselves, so they can practise using the spoon while she ensures they have enough to eat. The childminder also encourages children's independence by providing easily accessible resources and toys. For example, books are stored on a storage unit in a way that children can see the front covers and easily reach them. This increases children's motivation to learn and helps ensure that they develop a good sense of well-being. It also helps prepare children for their transition to nursery and school as they become independent in their

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

personal care and are develop confidence in new situations.

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provision

The inspection was prioritised following a concern being raised about the childminder's ability to safeguard younger children when collecting older children from school premises. The inspection found that the childminder has a good understanding of her responsibility to safeguard children and takes this responsibility very seriously. She has a clear written safeguarding policy and procedure. She also knows the procedures to follow if she has any concerns regarding children's welfare and safety when they are not in her care. Following the concern, the childminder has analysed her practice in relation to how she can best meet the needs of all the children when on the school premises and has modified her practice to improve this further and make sure children are safe. Children are well supervised and she has clear written risk assessments that cover all aspects of her care. She reviews these regularly. For example, she reassesses her premises and practice as

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provision

children develop. When children start to pull themselves up to standing, she assesses the stability of furniture and ensures the floor is clear, so children can practise walking in safety.

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provision

The childminder is highly dedicated and committed to continually improving the service she provides for the children and families. She has a diploma in home-based childcare at level 3 and understands her responsibility to meet the learning and development requirements of the Early Years Foundation Stage. She uses the guidance to accurately assess children's progress against those levels of development expected for their age. The childminder is experienced and reflects on her practice effectively. She regularly attends updates and training at the local children's centre to help her keep up to date with the latest guidance. For example, she is currently studying towards a qualification, Movement and Play at level 3, so she can further enhance her practice.

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provision

The childminder builds good relationships with parents and families and regularly exchanges information with them. This helps ensure that she can successfully meet their children's individual care and learning needs. She regularly consults both parents and children about ways that she can improve her practice. Older children said they would like to do baking more often and the childminder plans to provide this during the next school holidays. Parents are very pleased with the service she provides, which they describe as 'brilliant' and 'excellent'. The childminder also has good links with the local school and nursery. She regularly exchanges information and reads the newsletters from the nursery. This helps her link her planning with activities children are doing at nursery. This helps support children as they move onto the next stage of their education and ensures they continue to make good progress.

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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 320808 Local authority Leeds Inspection number 959958 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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