Childminder in Leeds

Inspection date

Previous inspection date 12/05/2014 10/05/2010

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Good teaching is enhanced through the childminder's full commitment to meeting children's language development needs. As a result, children make good progress in their learning.  The accurate assessment of development enables the childminder to plan a broad range of activities that challenge and extend children's learning.  Good risk assessment ensures that children's welfare is promoted. The childminder has a good understanding of safeguarding issues, which helps to keep children safe.  Effective partnerships with parents mean very good support is offered to children and their family to support continuity in children's care and learning.

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It is not yet outstanding because

 Opportunities for children to lead their own play are, at times, not fully available due to the daily routine.

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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 play and snack times in the main indoor play area.  The inspector held discussions with the childminder.  The inspector read assessment and planning documentation.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and information in references written by parents.

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Information about the setting

The childminder has been registered since 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged three and six years in a maisonette close to the centre of Leeds. The childminder works with a co-childminder and occasionally an assistant. Access to the premises is via several flights of stairs. The ground floor and first floor bathroom of the property are used for childminding. Outdoor experiences are provided using the local parks and facilities. The childminder takes and collects children from the local schools and nurseries. The childminder receives funding for the provision of free early education for three- and four-year-olds. She supports children who speak English as an additional language. There are currently 14 children on roll in the early years age range.

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

 review the structure of the daily routine to enhance opportunities for children to independently lead their own play.

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who attend

The childminder has good knowledge of the seven areas of learning and development and how to engage children in learning. For example, she provides a variety of experiences by taking learning out into the real world, such as visits to the local bus station, train station and airport. The childminder carefully observes and skilfully questions children during tasks to extend their learning. As a result, children are interested and keen learners who choose to explore the theme of transport further in the setting and display many of the characteristics of effective learning. The childminder particularly focuses on supporting children acquire English, ensuring they make good progress towards the early learning goals.

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who attend

The childminder provides a broad range of resources that are accessible to children. She sits alongside them as they play, adding resources to extend their task. For example, a child makes a stirring motion in a bucket as she pretends to make a cake, and the childminder introduces play food, naming each of the items. The child puts some chosen food in her bucket and then offers the spoon to the childminder. She enthusiastically joins in the play and mimes tasting the mixture, encouraging the child's imagination. However, there is scope to enhance these good opportunities by reviewing the daily routine to enable children to have more time to lead their own play.

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who attend

The childminder works effectively with parents to ascertain children's likes, dislikes, skills and abilities as they enter the setting. This is done with careful consideration to the parents' differing understanding of English. Parents are kept well informed of their child's development through sharing observations, assessments and photographs capturing significant milestones. Good partnership working means the parents welcome support and advice from the childminder on how to continue to support children's learning at home. Parents regularly see their child's development record and share observations from home. The childminder effectively uses accurate observation and assessment to support and challenge each child individually. She gives good support to children who speak English as an additional language by narrating what the child is doing and sounding out words phonetically, giving time and space for children to repeat words back and praising their

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who attend

achievements. Consequently, children are making good progress in their acquisition of English and are progressing well towards the early learning goals, so they have the key skills needed for their next stage in learning.

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

Children demonstrate positive relationships and attachments to the childminder by readily initiating conversations. The childminder praises the children regularly throughout the day, resulting in good behaviour. She is aware of the need for children to access physical play and achieves this well by playing with balloons indoors and accessing playgrounds and other outdoor play spaces. The childminder supports children's developing independence well by giving time and space for them to choose and lead their own play. However, there is scope to further enhance these good opportunities by reviewing the daily routine, such as snack time. The childminder responds to invitations to join in play and uses this opportunity to challenge and add vocabulary to the task. For example, when children are role playing in the play kitchen, the childminder names the food items they are playing with. She effectively supports children to develop their self-care skills, such as serving

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

themselves snack and taking their plate to the kitchen to be washed up.

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

The childminder supports children to understand the importance of leading a healthy lifestyle. She ensures they have access to regular physical activity and a variety of food choices including fruit. She talks to them about why hands should be washed before they eat and how they should share food without the risk of cross-contamination, promoting good health and supporting children's understanding of how to keep themselves safe. Children can play safely in the setting as it is risk assessed, and the childminder demonstrates a high level of awareness of risks to children, minimising accidents.

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

Relationships are strong at all levels and the childminder is a good role model with a consistent and calm manner. The childminder knows the children's parents well and communicates with them effectively, taking into account the different levels of English and communicating in other languages where possible. As a result, children appear secure and are able to build relationships themselves. For example, they readily play with children of different ages and talk about children who are not present.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She demonstrates an effective understanding of how to protect children from harm, the signs and symptoms of abuse, and what to do if she has concerns about any of the children she cares for. This extends to knowledge in protecting children while using the internet. There are policies in place which outline steps to be taken in the event of an allegation being made against the childminder.

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provision

The childminder is fully committed to keeping her knowledge and skills up to date to best support children's development by improving her qualifications and attending training on the Early Years Foundation Stage. This is reflected in the good support children receive to develop in all areas and have their language development needs met. The childminder forms good relationships with parents, who praise her practice and provision both in writing and verbally. They express how well the children have developed since attending the setting and how the childminder has supported them to continue to support aspects of learning at home. For example, she shares her successful ways of working to support children to manage their personal care so that the parents can provide continuity at home. The childminder uses 'All about me' books prepared by parents to support children as they begin attending her setting. She provides different versions of the 'All about me' book to

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provision

meet different language needs and ensure all parents are able to contribute to their child's learning. The childminder keeps observations and accurate assessment of children's development, clearly identifying how well children are working towards the early learning goals. Ongoing observations support the childminder to monitor the interest and engagement of the children to evaluate the effectiveness of the experiences she provides. The childminder evaluates her provision through self-reflection and using feedback from her co-childminder and local authority consultant, and identifies areas she plans to improve.

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provision

The childminder works with a co-childminder and occasionally an assistant who covers sickness. The assistant is briefed on the children present when he works and is supported by the childminder. The childminder has formed effective links with other settings that children attend. As a result, children receive consistency in their support. For example, each child has a daily diary that is shared between the childminder, the parents and nursery, ensuring everybody involved in the child's development is well informed. The childminder has built a purposeful relationship with the local school and shares their long- term planning, again providing consistency for the children. She regularly meets with the teachers and is invited to share the school's good practice and training. The childminder informs Ofsted appropriately of any significant changes and maintains contact with the local authority, welcoming feedback and support.

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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 EY403007 Local authority Leeds Inspection number 875219 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 14

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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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