Childminder in Leeds

Inspection date

Previous inspection date 17/04/2014 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 quality of teaching is good. The childminder provides a very welcoming, stimulating learning environment and a very good range of play experiences that reflect children's individual interests their age and stages of development.  The childminder's safeguarding procedures are robust and rigorous, and good steps are taken to reduce potential dangers. This means that children are well protected and kept safe.  Children's development and progress are fully supported through strong partnerships with parents and other professionals.  The childminder is warm and caring. She develops a genuine bond with children, which helps them to feel confident and safe and develop a strong sense of belonging.

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It is not yet outstanding because

 There is scope to enhance the already stimulating outdoor play area by extending the use of print and photographs to support young children's understanding that print carries meaning.

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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 completed a joint observation with the childminder.

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Inspection activities

 The inspector looked at a range of documentation, including evidence of the childminder's qualifications, policies and procedures, suitability of household members and children's learning records.

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Inspection activities

 The inspector observed children playing with a very good range of toys and resources indoors.  The inspector talked to the childminder and children throughout the inspection.

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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 husband and two children aged eight and five years in the Thornbury area of Leeds, West Yorkshire. The whole of the ground floor and the rear garden are used for childminding. The family has two pet rabbits. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently two children on roll, both 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 5.30pm, Monday to Friday, except Bank Holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder holds a childcare qualification at level 3.

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

 enhance the outdoor learning environment, making it more rich in print and pictures, to further promote and support children's understanding of words and what they mean.

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who attend

The childminder has a comprehensive knowledge of the Statutory framework for the Early Years Foundation Stage, and as a result, she provides a range of age-appropriate activities which effectively promote children's learning. There is a good balance of child-initiated and adult-led activities, and the childminder plans these to support children's individual interests, age and next steps in their learning. The childminder recognises the importance of igniting children's interests, curiosity and enthusiasm for learning. The quality of teaching is consistently good. For example, children have an interest in fish as they have them as pets. The childminder extends this interest as she places frozen ice cubes in the shape of fish on a tray. Children inquisitively feel them and watch as they slip through their fingers. The childminder encourages children to taste them as they are orange flavoured. She extends the activity well through introducing a bowl of bubbly water;

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who attend

children enjoy paddling in it and dropping the frozen fish shapes into it. The childminder talks to children throughout the activity, developing their communication and language skills as she introduces new words, such as 'splashing' and 'fish'. She encourages the young children to repeat the words and points to them. This further helps younger children to develop their sensory skills as they feel the frozen shapes and play with the bubbles, through the sieves and other toys. As a result, children demonstrate active learning supported by the childminder's good teaching strategies. The childminder works closely with parents and gathers information about children's interests and what they are able to do before they start to attend. She uses this information, alongside her own initial observations, to effectively assess children's starting points. This coherent approach to children's learning and development means that their

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who attend

needs are effectively met from the start. The childminder carries out detailed ongoing observations, linked to the areas of learning, and these are used to identify children's next steps. This means that the childminder is able to effectively assess the progress children are making, which helps to prepare them well for the next stage in learning, such as nursery or school. The childminder has a good understanding of the progress check at age two. She has all of the required documentation based around the prime areas of learning and is already implementing this in preparation. The childminder has a good knowledge of the importance of working with the parents and other professionals when completing these.

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who attend

Children have a wide range of age-appropriate and clearly labelled resources which they easily access, both indoors and outside in the garden. However, there is room to further enhance this by extending the display of words and pictures in the well-resourced outdoor area. Young children move freely around the home. They enter the sensory tent where they can shake the home-made rattles and watch the glitter and sand move in the water bottles. The childminder knows how the children love water and so blows bubbles, and children excitedly burst them laughing as they watch them float to the floor. Children of all ages get very good opportunities to develop their creative skills. For example, they use their fine motor skills as they hold the different thicknesses of brushes and make marks in the flour and glitter tray. They make Easter cards with rabbits on them with their photographs in and also do a variety of different types of painting, all of which the

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who attend

childminder displays in their learning records and around the home, making it a very child- orientated environment. As the children are very young, the childminder ensures that they are given time to move from toy to toy, self-choosing the activities they like to play with. The children play with the wooden animals, placing them in the boat, and the childminder tells them the different animals. She shows them the stripes on the zebra and explains that they are black and white, helping to promote early understanding of the world and recognition of colours. Children's technology skills are promoted well from an early age as they place the balls on the large plastic animal and watch them go down and then use their coordination skills as they place them at the top again. As the children successfully complete different tasks, some independently, others with good support from the childminder, they receive lots of positive praise to help boost their confidence and self-

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who attend

esteem. Children can access a large selection of books. As the children are young they are encouraged to look at the picture books and those that make noises and sit for short periods of time looking at the picture and noises of the pig. This promotes children's early recognition of literacy and helps to develop their concentration skills.

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

Children are clearly happy and settled as the childminder provides a very warm, welcoming and friendly environment. This supports children's emotional well-being and results in children being confident, motivated and active learners. This is evident as they approach visitors and smile and wave at them. Children behave very well in the childminder's care because she has a good understanding of the importance of using age- appropriate techniques to reinforce positive behaviour. For example, the very young children listen to the childminder say 'ta' when giving them something. In addition, the childminder works very closely with parents to ensure consistency and is a very good role model to the children. This further helps them to learn right from wrong.

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

Children's good health is promoted well by the childminder. They have regular opportunities for fresh air and exercise, and the childminder implements effective daily routines. For example, they go on regular walks to parks and other places of interest, and play in the rear garden on rockers and sit-and-ride toys and with different size balls. The childminder ensures that although the children are young, they learn about hygiene. She gives clear explanations as she wipes their hands before and after eating. She also introduces them to the bathroom sink where they begin to learn to wash their hands using their own towels. This further promotes children's early understanding of a healthy lifestyle and develops their independence. There are also posters displayed in the downstairs bathroom as gentle reminder for the older children. The childminder provides healthy and nutritious meals which take into account children's dietary requirements, and

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

they have access to their own drinks throughout the day. Children play in a safe, clean and well-kept home. Resources are plentiful and mostly stored in low-level boxes so that children can make independent choices about their play. Children have good opportunities to learn about keeping safe in the childminder's care. This is through planned activities, such as practising road safety, wearing high-visibility jackets when out and about, and younger children having special backpacks with reins attached to them.

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

Children's well-being is enhanced through positive partnerships with parents. The childminder gathers important information from parents at the start, such as children's dietary requirements and daily routines, and invites children for settling-in sessions. She further promotes a very well-established settling-in procedure through visiting the children in their own homes, ensuring a smooth transition. The childminder supports children's transitions to other settings well. For example, young children become familiar with other settings through visits to groups held in the local school and children's centre and accompanying older children to school each day. In addition, they attend regular playgroups and other play centres where they are able to further develop their confidence and learn to socialise with their peers.

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provision

The childminder has a secure knowledge and understanding of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She is fully aware of child protection issues and her responsibility in protecting children from harm. She accesses relevant training so she has an up-to-date understanding of the potential signs of abuse and neglect and the procedures for reporting concerns. The childminder maintains a very good range of written policies and procedures which support her practice and contribute to safeguarding children. These are shared with parents, reassuring them that their children are safe and well cared for. The childminder ensures all legally required documentation is in place and up to date. For example, Disclosure and Barring Service checks of the entire household are completed and records of children's attendance are maintained. Children's safety is further enhanced with regular risk

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provision

assessments and daily safety checks of the premises and for any outings that children go on. Visitors are asked to show identification and sign in and out of the home. They are asked to read the procedure referring to not using mobile telephones and cameras in the setting. These helps to ensure that children are cared for with safety as a priority while in the care of the childminder.

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provision

The childminder has a good understanding of her responsibility in meeting the learning and development requirements. She monitors the educational programmes to ensure all areas of learning are covered and that they provide suitable challenge for children. She carefully reflects on activities and uses this information, along with her secure knowledge of child development and children's interests, to help with future planning. The childminder supports children to take part in a good range of child-initiated and adult-led experiences, which are stimulating and varied. She uses the local authority approved tracking system which clearly aides the good progress children are making. The childminder's commitment to improving the provision for children is good. In the short period of time as a childminder, she has reflected on her practice in a very positive way. For example, she seeks advice from her local authority and uses self-evaluation as a way

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provision

to identify her strengths and areas to improve. Therefore, she is proactive in improving the provision for children. Consequently, children benefit from her commitment to maintaining continuous improvement.

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provision

Comprehensive partnerships are in place with parents and other professionals to ensure continuity of children's care and learning and readiness for school. Relationships with parents are very positive and comment about how happy they are with the progress their children have made. Parents are encouraged to take home the teddy named 'Blue' and his diary, where they add comments and photographs about their children's holiday and what they have done at the weekend. This promotes parents' involvement in their children's learning and welfare, and builds a strong partnership with the childminder. She shares her policies and procedures with parents at the start and important information, such as Ofsted's contact details and her insurance cover, are clearly displayed for parents to see. This means that parents are well informed about the service she provides. The childminder further ensures that parents are well informed of their children's day through

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provision

daily diaries, regular questionnaires and reports of children's progress. Close links with other providers of the Early Years Foundation Stage are in place. The childminder confidently discusses the necessity of sharing relevant information with regard to children's learning and development. This ensures very good continuity in children's care and learning in a very friendly, warm and caring environment.

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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 EY467824 Local authority Leeds Inspection number 940491 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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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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