Childminder in Leeds

Inspection date

Previous inspection date 27/05/2014 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 make good progress due to the childminder's clear knowledge of child development. She uses observations of children's learning to identify and plan for the next steps in their development.  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 works closely with parents to ensure that all the care and learning needs of the children are met. She seeks comments from parents about the care provided, enabling her to take effective steps to enhance the service she provides.  Children's welfare is promoted because the childminder demonstrates a good understanding of her responsibilities with regard to safeguarding and child protection. She ensures the home is risk assessed and supporting policies to keep children safe are in place.

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It is not yet outstanding because

 Although a wide range of resources are available outdoors, there are fewer opportunities for children to extend their imagination and creativity when outside.  There is room to strengthen relationships with local schools to aid children's transition when the time comes.

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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 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 had a tour of the childminder's home, including the kitchen, garden and play areas.

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Inspection activities

 The inspector sampled children's progress records and a range of documentation, including the safeguarding policy and procedures, accident and medication records.

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Inspection activities

 The inspector checked evidence of suitability checks carried out for all adults within the home and the childminder's self-evaluation and development plan.

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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 six and two years in Farsley, Leeds. The whole ground floor of the house, one bedroom on the first floor 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. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, 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:

 extend further the relationships with local schools to support all 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:

 strengthen the opportunities for children to experience all areas of learning in the outdoor environment, so that these are as effective as those learning experiences they have indoors.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage and demonstrates good quality teaching skills. She offers a stimulating and fun learning environment where children independently access a range of toys and play equipment. The childminder has high expectations of all children based on clear and accurate assessment of their emerging skills. She continually observes children at play and uses the information to monitor the good progress they make over time, identifying and planning for the next steps in their development. This is clearly recorded in each child's learning journey folder and enables the childminder to successfully prepare children for their next stage in learning, such as nursery and school. The journals include photographs, creative work, observations and assessments. These are all linked to the areas of learning and are used to identify the next steps in each child's development.

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who attend

The childminder discusses children's progress, activities and achievements with parents on a daily basis, both verbally and through showing them their child's development record. When children first start, she obtains information from parents about children's starting points and about what they like to do. This helps her to plan activities which are directly linked to children's interests. As a result, children are making good progress. The childminder has a good understanding of her responsibility in completing the progress check for children aged between two and three years, and this is shared with parents in order to plan strategies for future progress.

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who attend

Children take pleasure in spending time with the childminder as she engages very well with them. She sits at their level and joins in with activities, motivating them and encouraging their use of language. The childminder listens to what they say, gives them time to think about their responses and offers plenty of praise. This ensures children's personal, social and emotional development is supported well as their communication skills increase. She also uses open-ended questions to develop and extend children's thinking and understanding, and builds on their vocabulary by extending their sentences. Young children learn to solve problems as they work out which coloured shape goes into the matching hole or how to fit jigsaw puzzle pieces into place. The childminder encourages children to count as they play with materials, teaching them about number, order and value. This means that children are increasingly able to use their mathematical knowledge

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who attend

to independently count and problem solve in their play. Children demonstrate increasing levels of concentration as they sit at the table painting with a selection of brushes, paints and paper. They explore making marks and use their hands to make patterns and discuss the colours used. The childminder plans further creative activities well, intervening appropriately and confidently enabling children to take the lead, encouraging them to extend their creativity and thinking. For example, children have time to explore and experiment with the dough, pulling and patting it into various shapes and discussing 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 in the dough, and the children thoroughly enjoy trying this. Children cuddle up to the childminder as she reads to them and sings songs, and they access a range of books. The childminder has a good stock of

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who attend

play materials and equipment stored on shelving in each play area, which children can access independently. However, the outdoor area has less resources and so does not always fully support the seven areas of learning and development, particularly in relation to children's imaginative and creative play. As a result, the learning experiences offered outside are not as fully effective as those provided indoors.

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who attend

The childminder takes children to several community groups where they join in with good quality sessions, such as gym sessions and music activities. As well as complementing the activities provided in her home, this gives children the opportunity to socialise with others in larger groups in preparation for when they start school. Children learn about the wider world as they visit local farms and parks and constantly discuss the weather and what they might wear when they go for a walk.

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

Children are settled and content with the childminder because she has good procedures to gather information from parents so that she is aware of children's needs and interests. The childminder's procedures mean that children feel valued and their self-esteem is promoted. For example, they are involved in making decisions about activities and are encouraged to talk about what they would like to do. This level of independence and decision making helps children develop the skills and positive attitudes that enable them to learn effectively. Therefore, they are well prepared for the move to pre-school or school.

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

New children settle well because the childminder ensures that she is aware of their usual routines, interests, dietary needs and any specific parental requests. For example, she makes sure that there is time for young children to sleep comfortably during the day. This supports children in feeling secure and they develop good relationships with the childminder. Children demonstrate that they enjoy the company of the childminder as they include her in their discussions and take toys to share with her. Children are supported well in understanding how to manage their own behaviour. They are offered clear and consistent explanations about this and are encouraged to share, take turns 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

Children learn about safety through the childminder's calm reminders and expectations. For example, they are reminded to sit on their bottoms on the chairs so that they do not fall off. Children take small but safe risks when playing as they avoid obstacles and access tables and chairs. They understand the risks when playing in the garden and seek the childminder's support and reassurance. This helps children to have a well-developed understanding of safe practices. Good arrangements are in place to promote children's health. Children play and learn in a clean environment and they follow appropriate hygiene practices, for example, washing their hands. The childminder provides fresh drinking water for the children in individual drinking cups. Children have very healthy meals and snacks, such as freshly made meals, fruit and yoghurts. The childminder encourages healthy eating through constant discussions about healthy foods and how they can make you

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

physically fit, promoting children's overall health and well-being.

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provision

Children are effectively protected from harm as the childminder demonstrates a secure knowledge of her responsibilities with regard to safeguarding. She has completed training to support her understanding of child protection. Children remain safe and secure in the childminder's care as she conducts thorough risk assessments of her home, garden and outings. Clear records regarding medication and accidents are also kept, and parents sign and date these. A comprehensive range of policies and procedures, which are shared with parents, meet all the welfare requirements to support the safe and efficient management of the setting. All adults within the home have undertaken suitability checks.

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provision

The childminder uses her knowledge well to provide activities that keep the children stimulated and interested. She has a clear understanding of children's individual needs and interests, and plans a varied and exciting range of activities to help them progress in all seven areas of their development. Good systems for the observation and assessment of children support her to achieve this. The childminder recognises her strengths and accurately identifies areas for improvement, such as attending training. This ensures priorities for improvement are well targeted to benefit the children in her care and support her in monitoring and improving the quality of children's learning experience. The views of parents and children are sought, and these demonstrate their high levels of satisfaction with the service they receive. Parents comment that, 'It's a very happy, safe and secure environment for our child to be in', 'My child settled quickly and has always been happy to

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provision

be left' and 'The childminder is great, she offers a really personal service'.

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provision

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. Partnerships with parents are established and they are complimentary about the childminder and very happy with the care and teaching that she provides. As a result, parents are aware of how their child is developing. 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 all children have an enjoyable experience when they start school and that their progress and development are shared with the school they are due to attend.

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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 EY470166 Local authority Leeds Inspection number 946331 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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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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