Childminder in Leeds

Inspection date

Previous inspection date 20/05/2014 04/12/2009

p.1

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

p.1

This provision is good

 The childminder has a good knowledge and understanding of how children learn and develop, which ensures that all children make good progress in relation to their starting points.  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 is very committed to working in partnership with parents. As a result, parents feel valued and are fully involved in their children's learning.  The childminder has a very good understanding of her role in keeping children safe and appropriately manages any issues as they arise. As a result, children are cared for in a

p.1

It is not yet outstanding because

 There are fewer opportunities to increase children's literacy skills during outdoor play, for example, by means of labelling toys and resources.  Less freely accessible natural materials are available for children in the indoor environment to promote children's learning and sensory experiences further.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector had a tour of the childminder's home, including the kitchen, garden and play areas.  The inspector sampled children's progress records.

p.2

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.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder was registered in 1996 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult child in Churwell, Morley. The whole ground floor of the house, the upstairs bathroom and the rear garden are used for childminding. The childminder attends a toddler group 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. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except Bank Holidays and family holidays. There are currently seven children on roll, three of whom are in the early years age group and attend for a variety of sessions.

p.3

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

 enhance opportunities for children to increase their literacy skills, for example, by using words and picture labelling to help children to identify toys and resources, particularly when playing outside

p.3

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

 extend opportunities to use open-ended and natural resources, such as shells, feathers, wooden objects and material, to enhance children's exploration, investigation and imaginative play.

p.3

who attend

Children make good progress because the childminder uses practical teaching methods. She has a good knowledge of the Early Years Foundation Stage. The childminder plans a range of stimulating activities and provides 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 assess children's starting points and inform the initial planning. The childminder observes children as they play, assessing this information and using it to develop their next steps 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 also understand how to work together in a more structured environment. The childminder's good communication with parents also means that they have opportunities to share daily

p.3

who attend

news about their children. The childminder is, however, very flexible allowing children to do activities of their choosing. All activities successfully reflect children's individual interests. The childminder speaks constantly to the children about what they are doing, talking expressively as a matter of routine. She encourages children to extend their vocabulary through questioning and explanation as they gain confidence in constructing sentences. Babies and toddlers begin to babble and explore new sounds. The childminder pays attention to the messages children are sending verbally and non-verbally. She works at their level, giving lots of eye contact, and responds appropriately to the children. This ensures that children's early language development takes a high priority and that children feel safe and secure. Therefore, they are well prepared for future learning.

p.3

who attend

The play areas are well organised and offer a range of resources, such as books, puzzles, musical instruments and interactive toys. The childminder has some labelling around her home environment to promote children's early literacy, although this is less evident when children are playing in the outdoors. Books are stored at low level and there is a good selection of fiction and non-fiction books, including those that provide information about a diverse society. Children climb onto the childminder's knee and she willingly reads them a story. She plans activities well, intervening appropriately and confidently enabling children to take the lead, thus encouraging them to extend their creativity and thinking. For example, children have time to explore and experiment with the jelly. The childminder encourages them to extend this and talk about how it feels, and children thoroughly enjoy trying this. The acquisition of communication and language skills is extremely well

p.4

who attend

supported as the childminder models language effectively. The childminder describes the action of a rocket-shaped sorter with 'whoosh' and the colours of each shape are identified as they are passed to the children. As a result, children are engaged and motivate to repeat the activity several times. However, there is room to enrich the use of natural and everyday objects in the indoor environment to enhance children's learning and encourage their sense of exploration and open-ended play experiences. This means opportunities for them to play and explore imaginatively are less well promoted.

p.4

who attend

The childminder makes good use of her local community and beyond to enhance children's learning and experiences. For example, children visit the local library, children's centre and nature parks for walks. Parents comment positively on the range of places that the childminder attends to enhance their child's social development. The childminder's home has a secure garden area for the children to play in. The children ride bikes and have access to sand and physical play experiences. This supports their physical well-being and understanding of the world as they care for living things and observe changes in the environment.

p.4

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

The childminder forms close and caring relationships with the children in her care. This enables them to settle particularly well, and consequently, the children are content and display good levels of confidence. The childminder takes time to find out about the children's interests and routines. For example, information is exchanged with parents during settling-in sessions about dietary needs, allergies and routines to ensure that these are accurately met and that care is consistent. The childminder speaks to parents each day about their child and has formed strong attachments with both children and parents. As a result, children quickly feel at ease and begin to form trusting relationships. For example, they seek reassurance when they feel unsure of visitors or are tired, and the childminder quickly acknowledges their unease by comforting them. She recognises when children are tired and hungry and meets their needs effectively. They smile and laugh with

p.4

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

her and they enjoy cuddling close to the childminder as they share play experiences. Children demonstrate independence and confidence as they explore the resources, and the childminder is always on hand to support their play. Therefore, they are emotionally prepared for the eventual move to pre-school or school.

p.5

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

Daily routines support children in developing their self-care skills. For example, they learn to put on their own coats and shoes before going outside and use the toilet independently. Children gain a good awareness of the importance of healthy lifestyle choices. For example, their understanding of healthy eating is promoted as they discuss healthy food and drinks at snack time. Children bring packed lunches each day, which the childminder encourages and supports them to eat independently. Drinks are available at all times so they do not become thirsty. Good daily practice reinforces children's understanding of good hygiene. For example, children wash their hands before eating, referring to child- friendly posters that explain the relevance of this. The childminder gathers important information about the children's medical needs or special dietary requirements to ensure they remain healthy and safe. She has attended a mandatory paediatric first aid course.

p.5

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

All accidents and medication given to the children are recorded, dated and signed by parents to keep them informed of children's well-being. This means that she can effectively deal with any accidents or minor injuries, and parents are reassured that their children are consistently well cared for.

p.5

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

Children behave well. They are given positive praise and recognition for their efforts and achievements. For example when they complete their artwork she tells them, 'That is great' and 'Well done'. Children gain a good understanding of their own safety. The fire drill is practised and the procedures and plan showing exit routes are available. Children are reminded about road safety as they go out and about on walks to and from groups, and can talk about the need to hold hands and stay away from the road. This helps them to develop a sense of responsibility for their own well-being, as well as helping them to understand how to respond in an emergency. Children take small but safe risks when playing as they avoid obstacles and access tables and chairs. They understand the risks when playing and seek the childminder's support and reassurance. This helps children to have a well-developed understanding of safe practices.

p.5

provision

The childminder manages her service efficiently. For example, clear policies and procedures are in place that set out her responsibilities for promoting children's safety and welfare. She is secure and confident in what action she must take to protect children if she has concerns about a child's welfare. She has completed safeguarding training to support her understanding of child protection. All required documentation is kept up to date, stored and organised securely, to maintain confidentiality. The childminder ensures that all people who live on the premises have been suitably checked through the Disclosure and Barring Service. She shows all relevant documentation to parents to keep them fully informed of all adults in the home. The childminder checks all visitors' identification, which means there is no unauthorised entry to the premises. Risk assessments ensure children are cared for in an environment that is safe, secure and well

p.5

provision

maintained. Appropriate action is taken to minimise any risks, which means children are safe and accidents are kept to a minimum. Daily registers with hours of attendance are kept and parents sign accident and medication forms when needed.

p.6

provision

The childminder monitors and evaluates her professional development effectively. She uses self-evaluation to reflect on her strengths and areas for improvement, in order to move her service forward. She seeks advice from the local authority as necessary and regularly discusses good practice with fellow childminders. The childminder uses publications from professional childcare organisations and has enrolled on a National Vocational Qualification training programme to ensure her knowledge of childcare is of the highest standard. As a result of this, she has recently improved the quality of her observations of children's learning, to clearly show what they have achieved and link them to the characteristics of effective learning. This, alongside a 'tracker' sheet, enables the childminder to effectively monitor the development of each child and ensure there are no gaps in children's learning. This means children are supported well in reaching their full

p.6

provision

Through discussion, it is clear the childminder knows when to contact outside agencies to support children's development. Partnerships with parents are established, and they are complimentary about the childminder and are very happy with the care and teaching that she provides. As a result, parents are aware of how their child is developing. Links are established with the local school, and the childminder prepares children well for the transition when the time comes.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number 320214 Local authority Leeds Inspection number 870700 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10