Childminder in Leeds

Inspection date

Previous inspection date 09/05/2014 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 are supported in their acquisition of communication and language skills and in their physical, social and emotional development, which ensures they have the key skills needed to make good progress towards the early learning goals.  Children are settled and content with the childminder because she provides a caring and nurturing environment that promotes their emotional well-being effectively.  The childminder has a very professional and dedicated approach, which means that she is well organised and efficient in fulfilling her responsibilities to all families and children.  The childminder works closely with parents to ensure that all the care and learning needs of the children are met.  Children's welfare is promoted because the childminder demonstrates a good understanding of implementing safeguarding procedures.

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It is not yet outstanding because

 There is scope to further improve relationships with local schools to aid children's transition when the time comes.  The childminder can improve the use of parents' updates, in order to enrich the activity planning.

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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 childminder's home, including kitchen, garden and play areas.

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Inspection activities

 The inspector discussed children's learning and progress with the childminder and viewed children's records, observations and assessment files.

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Inspection activities

 The inspector spoke to the childminder about her practice at appropriate times during the inspection.  The inspector observed the childminder caring for and playing with the children.

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Inspection activities

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

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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 in Aberford, on the outskirts of Leeds, in a detached house with her partner and two children aged 14 and three years. The whole of the ground floor is used for childminding, plus a back bedroom on the first floor and the garden for outdoor play. The family has a pet dog. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently two children on roll in the early years age group. The childminder operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. She 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:

 develop further the relationships with local schools to support children's transition onto the next stage of learning, in order to promote continuity of care and learning

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

 enhance the use of updates from parents about their child's learning and development at home to enrich the planning of activities further.

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who attend

Children make good progress because the childminder uses practical teaching methods. She has a good knowledge of the Statutory framework for the Early Years Foundation Stage. Therefore, she plans activities and resources that promote children's development in all areas of learning. She collects a wide range of information from parents and uses this well, to inform the initial planning and help with the settling-in process. The childminder observes children as they play, assessing this information and using it to develop their next steps in learning and inform the daily planning. She evaluates the daily provision, ensuring that children have plenty of time to determine their own play and to participate in adult-led activities. As a result, children play an active part in their learning and understand how to work together in a more structured environment. They are, therefore, well prepared for school and their future learning. The childminder's good

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who attend

communication with parents means that they have opportunities to share daily news about their children. However, the childminder's assessments occasionally do not make full use of all the updates from parents. Consequently, she does not always include this extended range of information in her planning and assessment process. The environment created by the childminder is appealing and provides learning across all seven areas of learning. The childminder helps children to develop the skills to learn effectively. She plans activities well, intervening appropriately and confidently enabling children to take the lead, therefore, encouraging them to extend their creativity and thinking. For example, children have time to explore and experiment with the ice painting and realise the changes that take place. The childminder encourages them to extend this and talk about how it feels. She then demonstrates how to make prints with the paint and

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who attend

the children thoroughly enjoy trying this. Accessible resources encourage children to explore, thereby, extending their curiosity. As a result, children become active learners and are well prepared for the next steps in their learning. Children are absorbed in play of their choosing and through supportive interactions, become explorers and thinkers. For example, children choose to play in the role play area and spend time using and sharing the cups and saucers and making cups of tea for the childminder. Children build with blocks and the childminder encourages them to count and discuss the colours of each block. Children confidently count past 10. As a result children's mathematical development is supported through fun and hands on experiences.

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who attend

The acquisition of communication and language skills is extremely well supported as the childminder models language effectively. For example, she talks with them about recent events and about the ideas they have as they play, gently encouraging them to take turns to speak and to listen to each other's contributions. Children participate in a wide variety of activities that promote their physical development. For example, they enjoy daily walks to the park, where they play ball games and use the large climbing equipment, helping them to develop skills in balance and coordination.

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

Key aspects of children's well-being are good. Their emotional development is well promoted because they have strong relationships with the childminder. Children are happy, confident and show pleasure in their play because they are cared for in a warm and welcoming family home. The childminder gathers detailed information about the children prior to them starting at the setting through 'all about me' sheets that parents complete. She invests time in settling children in and works closely with parents to share information about individual children's well-being to ensure she meets their needs fully. Thoughtful care and attention is given by the childminder to children's individual care routines, sleep patterns and parents' preferences. This provides a firm base for promoting children's personal, social and emotional development and developing skills for the future. Children demonstrate that they enjoy the company of the childminder as they include her

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

in their discussions and take toys to share with her. Children are well supported in understanding how to manage their own behaviour. They are offered clear and consistent explanations about this and are encouraged to share and be considerate towards others. As a result, children's behaviour is good.

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

The childminder helps to ensure children are learning good routines, which protect their health, by implementing and following comprehensive policies, records and practice. She carries out effective risk assessments and cares for children in a hygienic home environment. The childminder teaches young children how to move around the playroom safely while toys are on the floor and not to run inside. The childminder clearly explains why it is important to be careful at these times to keep themselves and everyone safe as the children go about their daily tasks. This helps to ensure that children learn about risks in their environment and how to manage them effectively. The childminder provides the children with nutritious snacks and meals throughout the day that offer a balanced diet. She encourages children to participate in the preparation of meals. For example, children make pizzas for their lunch and discuss the toppings. Children have daily opportunities to

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

be out in the fresh air in the garden or at the local park, which enables them to be active. These all contribute to fostering children's understanding about keeping healthy.

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

Through discussion, it is clear the childminder knows when to contact outside agencies to support children's development. She understands she can contact relevant agencies when she feels children need additional support. The childminder shows a clear understanding of the importance of sharing information with other professionals. Links have been made with the local school to prepare for transitions for some of the children. However, this needs fully establishing to ensure that children have an enjoyable experience when they start school and that their progress and development is shared with the school.

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provision

The childminder has a clear understanding of safeguarding procedures and how to keep children safe from harm. She has attended child protection training and keeps written procedures to follow in the event of concerns about a child's welfare. She is secure and confident in what action she must take to protect children if she has concerns about a child's welfare. The childminder has risk assessments in place and safety features, such as stair gates and cupboard locks. Members of the household are vetted suitably and the childminder has a current first-aid certificate. Daily registers with hours of attendance are kept and parents sign accident and medication forms when needed. As a result, children are cared for in a safe and secure environment.

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provision

The childminder demonstrates a secure knowledge of the seven areas of learning and makes sure that the educational programmes she provides reflect children's needs and interests. There is a broad range of activities offered, including craft and cooking activities, which the children enjoy and which enables them to make good progress. Clear assessments are made, which means that the childminder knows where each child is in their stage of learning and where they need further support. She has a clear understanding and overview of the progress children make over time and talks with confidence about their individual learning. The childminder demonstrates an enthusiastic approach towards providing good quality care and education for all the children. The childminder is committed to continuous professional development and is currently completing a self-evaluation and has some good ideas for further improvement. This

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provision

shows a committed, dedicated perspective that ensures high standards are sustained. Her robust reflective practice supports the creation of a comprehensive action plan that clearly identifies what will develop her setting further.

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provision

Parents are appropriately informed about the provision, in order to make an informed choice about their children's care and education and ensure a consistent approach. For example, the childminder shares her policies, procedures and details about additional aspects of her provision, upon children's enrolment. She keeps parents updated on what their children do through daily friendly exchanges when they drop off or collect them. Parents let her know verbally and through written testimonials how happy and pleased they are with their children's progress since being with her. For example, parents state, 'my child is very happy and enjoys going to the childminder's house' and 'she provides a fabulous service'.

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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 EY469332 Local authority Leeds Inspection number 943497 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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