Childminder in Leeds

Inspection date

Previous inspection date 12/05/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children generally enjoy their time at the setting and are sufficiently occupied with a range of activities.  The childminder understands her responsibilities to safeguard children, meaning children are protected from harm.  The childminder has a broad overview of each child's skills and abilities, allowing appropriate support for learning.  The childminder appropriately shares information about children's progress with parents.

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It is not yet good because

 Children's opportunities to concentrate are at times interrupted as the childminder does not allow enough time for children to explore their own ideas.  The childminder does not use information gained from observations to plan activities, so that children make good progress.

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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 compulsory part 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 read the childminder's self-evaluation form and improvement plan.  The inspector observed activities and snack time in the main play space.  The inspector held discussions with parents and took their views into account.  The inspector held discussions with the childminder.  The inspector looked at children's assessment records.

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Information about the setting

The childminder registered in 2013 on the Early Years Register and the compulsory part of the Childcare Register. The childminder works as a co-childminder in the house of another registered childminder close to Leeds city centre. The childcare is provided on the ground floor of a maisonette, accessed by a flight of steps. There is an outdoor play area that is secure for children to play in and the park is also used for regular outside play. The childminder cares for children from 9am to 3pm, and supports children with English as an additional language. There are currently 6 early years children on roll.

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must:

 use information obtained from observing children to understand their level of achievement, interests and learning styles. Shape learning experiences for each child reflecting those observations to help children make the best possible progress in their learning and development.

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

 enhance children's opportunities to concentrate by enabling children to have enough time to complete tasks and ensuring children's thinking is not interrupted.

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who attend

Overall, the quality of teaching adequately supports children in most aspects of their learning. The childminder observes children through their play and notices what they enjoy. She uses this information to keep children sufficiently occupied and busy while in the setting. However, she does not use this information to understand their level of achievement, interests and learning styles or plan for their next steps in learning to help them make good progress. The childminder engages the group of children in singing time on the rug. The children clearly enjoy and value this activity and children join in with many of the words and actions appropriate to their stage of development. The childminder demonstrates that she is aware of the value of this kind of activity, particularly for children who speak English as an additional language. The setting provides a range of resources to support all areas of learning and development. The setting is organised so children can

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who attend

explore and investigate resources independently. For example, children show pride and delight as they throw and catch balloons successfully, either by themselves or in cooperation with another child. However, the childminder does not allow enough time for children to complete tasks before redirecting them to new tasks. Consequently, children's thinking is interrupted and distracted and they are not able to fully explore their ideas through play.

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who attend

The childminder uses information from parents on entry about their child's likes, dislikes and abilities appropriately to support children in their learning. She uses her observations of interests to repeat activities, such as singing time. The childminder communicates with parents in both English and their first language. She gathers information on children's starting points and shares information with parents on their children's progress.

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who attend

The childminder prioritises language development and appropriately uses songs with actions to support this. She also responds to children's requests to look at a book and reads it to them. The childminder introduces some labelling to the setting to support children in becoming familiar with print and recognise that print has meaning. This will contribute to preparing children to have the basic skills needed for school.

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

The childminder supports children's well-being. Children demonstrate they have a strong and secure relationship with the childminder. They readily approach her when they need reassurance and comfort. She is skilful at identifying and meeting their care needs. For example, recognising that a child needs rest and creating provision for that. Furthermore, she supports children to respect each other's needs, encouraging children to understand that the child needs quiet time to help him sleep. The childminder supports children who are beginning to take turns and share and she efficiently manages behaviour through diverting children to similar resources so they can continue their play. The setting cares for children from many different ethnic backgrounds and children are gaining a good understanding of each other's differences. For example, they explore each others' festivals and share food from each others' cultures.

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

The childminder is warm and welcoming and the setting provides a broad range of resources, suitable for all ages and stages of development, stimulating for all children. Resources are safe and of a good quality. Where resources do pose a level of risk, good supervision is given to manage this. For example, when a balloon pops, the remnants are promptly collected and disposed of. Children are learning to keep themselves safe by following the behaviour expectations. For example, when children arrive at the door, the others' wait in the main play space to greet them. Resources are stored in such a manner that children can self-select and lead their own play. The childminder supports children to be emotionally well prepared for the next stage in their learning. Children regularly visit playgroups at the children's centre. These visits enable children to socialise in a larger group. Children are becoming familiar with the local area as they visit the playground,

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

garden and roof terrace. This familiarity extends to including the local school and nursery and the people who work there, preparing children well for transition on to the next stage in their learning.

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

The childminder keeps the setting safe through well informed risk assessments. She encourages children to understand how to manage their own personal needs and hygiene routines. For example, children are aware of the handwashing routine, sit well at the table for snacks and know how to keep their noses clean. Children have easy access to drinks and independently access fruit at snack time. Children have access to physical play in the nearby playground and field, where children can practise skills such as climbing, running and rolling. These experiences support children to lead a healthy lifestyle and they begin to understand how this keeps them fit and well. The childminder has policies and procedures in place that demonstrate she is fully aware of potential harm to children and steps they would take to protect children in their care.

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provision

The childminder has sufficient knowledge to meet her responsibilities of the safeguarding and welfare requirements, gained through training. She is aware of the signs of abuse and the procedures to follow if she has concerns about a child, meaning steps can be taken to protect children from harm. Policies and procedures in relation to safeguarding meet all requirements and refer to the Local Safeguarding Children Board. The setting is safe and secure so children can play safely. All areas, including public outdoor play areas are risk assessed and hazards are minimised, allowing children to explore freely.

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provision

The childminder has evaluated the setting and identified areas she would like to improve. This reflection of the setting includes her own views and those of her co-childminder and local authority adviser. The childminder has a broad overview of each child's skills, abilities and progress, as a result the childminder is able to meet their learning needs on most occasions. Training focusing on including language in play enables the childminder to support children who speak English as an additional language. The monitoring of the educational programmes for the children is sufficient, as a result children are generally well occupied. However, information gained from observations, is not presently used to inform future plans, to help children make good progress.

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provision

Parents receive information on the childminding provision when they begin using the service, such as information on the childminder and co-childminder, policies, procedures and general routines. The childminder and her co-childminder allocate the key person role with consideration to the hours the child attends and their first language, as both the childminder and co-childminder are fluent in many languages. These skills greatly benefit the generally good relationships with parents. Parents use 'All About Me' books to share information with the childminder. There are several versions of the 'All About Me' book to meet the level of English understood by the parent. The parent receives daily information on the care given to their child and any new experiences they may have had. Parents also record in this book, as does nursery where appropriate. The setting works alongside schools to share long term planning in order to provide consistency for children.

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The Childcare Register

The requirements for the compulsory 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 EY468734 Local authority Leeds Inspection number 940711 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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