Childminder in Leeds

Inspection date

Previous inspection date 22/04/2014 15/05/2012

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early years provision

This inspection: 2 Previous inspection: 2 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

 Teaching is good because the childminder fully understands how to promote children's learning and plans interesting experiences that capture their imagination. As a result, they learn new skills and make good progress.  The childminder provides a very safe environment as she takes effective action to ensure the safety of the premises and outside areas, and has a very good understanding of safeguarding procedures.  Children are settled and show good levels of confidence in the childminder's care as she gives priority to ensuring that she understands their individual welfare needs and works in close partnership with their parents.  The childminder has a positive approach to professional development and demonstrates a capacity to improve. Consequently, her knowledge and understanding of the Early Years Foundation Stage requirements is strengthened.

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It is not yet outstanding because

 There is room to provide children with greater opportunities to explore their feelings and emotions.  There is scope to work more closely with parents to share information about children's learning at home.

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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 completed a joint observation with the childminder.

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Inspection activities

 The inspector looked at a range of documentation, including evidence of the childminder's qualifications and suitability checks, a selection of policies and procedures and children's learning records.

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Inspection activities

 The inspector observed children playing with a range of toys and resources within the home.

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Inspection activities

 The inspector spoke with the childminder and the children throughout the inspection.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her children aged 11 and four years in Morley, West Yorkshire. The whole of the ground floor, upstairs bedroom, bathroom and the rear garden is used for childminding. The family has a dog as a pet. 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 five 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 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is registered for overnight care. The childminder holds a qualification at level 3 in childcare.

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

 build on the partnerships with parents further, in order to promote even more effective sharing of information about children's learning at home

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

 enhance the number of opportunities for children to explore their feelings. For example, by using a range of books and photographs to help them to relate to different emotions.

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who attend

The quality of teaching is good. Children are effectively supported in their learning and development and are making good progress overall. This is because the childminder has a good understanding of child development and implements effective teaching skills in her practice. The childminder understands the importance of gathering detailed information from parents about their child's stage of development, their interests and abilities, when they first begin. She then plans play flexibly to support children in their development. Strong observations and assessments are undertaken, providing the childminder with a clear focus on how to support each child in the next steps of their learning. These are supported by photographs of children completing a good range of activities. The childminder has built up good partnerships with parents and spends time at the beginning and end of the day discussing their child's achievements and care needs, along with

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who attend

regular reports on their progress. She shares future planning and children's learning records with parents. However, there is scope to promote even more effective sharing of information about children's learning at home. The childminder completes the progress check at age two, identifying children's progress in the three prime areas. She ensures that parents and other professionals involved with the children are included in this to ensure that their progress and next steps are clearly identified. She ensures that these are addressed in readiness for school.

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who attend

Great care is taken to ensure children have a broad and balanced curriculum across the seven areas of learning. The childminder encourages children's thinking skills very well, introducing new and descriptive words to promote their language skills. For example, as children learn about the life of the tadpole and look at the ones they have collected, the childminder asks them 'what do tadpoles turn into?'. Children confidently reply 'green frogs that hop'. This helps to promote children's thinking as well as understanding that frogs were once tadpoles and are green in colour. This activity is extended well by the childminder to challenge children further, as they talk about where tadpoles can be found and children comment 'they live in mucky water and you can't drink it'. The childminder also shows her quality of teaching as she knows when children want to play alone, without adult input. The children wander off to get out the large different textured stepping stones

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who attend

and pretend to walk over them. As children shout to each other about how 'prickly' some of the stones feel, they are not all happy in taking turns and to include their friends; the childminder tries to encourage them to all play together. However, there are some missed opportunities for children to explore their feelings and emotions, and those of others. Children help themselves to a large selection of books and freely choose the book about the frogs and lizards. This is connected to the planned topic of frogs and toads. Children are very excited as they see the lizards and are quick to remind the childminder that they saw these on the trip to see the tropical animals. They also explain to the childminder how long the tongue is and stick their own out, comparing the size and type of theirs to the lizard's. This promotes children's understanding of the living world around us as well as children's early understanding of size.

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who attend

Younger children move around freely, occasionally joining in with the older children, choosing books about different textures which they share and then move quickly on to build with the different shaped bricks. The childminder tells the children to choose a square blue brick and all children are capable of completing this task. Older ones know about the shape and colour, while younger ones recognise the colour blue, and together they stack the bricks into a tower. They are proud to show how tall it is to the childminder, further promoting their understanding of mathematics and size. The childminder encourages children to sit all together before lunch to listen to the story they have chosen about the fish with fingers. Throughout the story she encourages children to join in and ask them how many fingers they have and if they can wiggle their fingers. All of the children participate very well, laughing as they wave their fingers. They listen and

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who attend

follow the instructions very well. A wide range of craft activities provide children with lots of opportunities to express themselves and develop their physical abilities to handle tools. These activities, such as making gifts for Easter also help children explore cultural and national events.

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

The childminder provides a welcoming and comfortable environment, where children are happy and clearly feel secure. She knows children very well and as a result, she establishes a warm and positive relationship with them. This effectively fosters children's emotional well-being and is the basis for the confidence building they need to support their future move to school. Good and flexible settling-in procedures, which are tailored to each child's needs mean that the move between home and the childminder's care is a positive experience. During the settling-in visits, prior to care starting, information is gathered from parents about their child to ensure all children's needs are known and effectively met.

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

Children's all-round health is fully promoted in the setting. They benefit from the good provision of healthy and nutritious meals and snacks, which are planned effectively according to children's dietary needs and their likes and dislikes. Children also enjoy lots of opportunities for fresh air and exercise. For example, they walk daily to and from school, play at local parks and in the very well-resourced rear garden. They bounce on the trampoline, ride on the wheeled toys and play with the large array of outdoor games. All of this helps to promote children's awareness of a healthy lifestyle and to stimulate their physical development. The childminder promotes children's understanding of good hygiene practices. For example, they are encouraged to use antibacterial spray before having snacks and meals. Older children use their own individual towels in the bathroom and all children have their own individual drinking cups throughout the day. All of these good

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

procedures help children to understand about the importance of staying healthy and prevent cross-infection. Children explore their own community. They visit the local amenities, such as the library, shops and children's centres to help support their understanding of the world around them. These activities and the wide range of play materials and books, which reflect positive images of diversity, help children to learn to respect people who are different to themselves.

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

The childminder is a positive role model for children's behaviour. She is calm and courteous and her behaviour management strategies effectively help children to understand her expectations. The childminder teaches children about acceptable behaviour and supports them in learning how to share, take turns and to some extent, respect each other's feelings. She takes children to group activities and on outings and as a result, helps them learn how to adapt their behaviour to different social situations. The childminder ensures that children receive lots of positive praise and 'high fives' for good behaviour and for helping. This boosts children's self-esteem. Children have an increasing understanding of how to keep themselves safe due to the childminder's consistent guidance. For example, they enjoy visits from the fire service where they are shown and talked to about not playing with fire or candles, as well as playing carefully in the home

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

with toys to prevent them from tripping over and hurting themselves. Children are encouraged to learn self-care skills from an early age and they competently manage their personal needs as they get older. For example, they confidently zip up their coats and peel their own oranges at snack time.

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provision

The childminder has a very good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She frequently undertakes safeguarding training, which means she has a secure understanding of child protection issues. She is fully aware of the possible signs of abuse or neglect and of her responsibilities in monitoring and reporting concerns to appropriate agencies. This contributes to her safeguarding and protecting children from harm. In addition, all adults living on the premises complete relevant suitability checks to ensure they are suitable to have contact with children. This contributes to keeping children safe. Recently the provider informed Ofsted of a significant event. However, this was a breach of a legal requirement as the childminder notified Ofsted outside of the required timescale. The childminder now has a very good knowledge and understanding of the

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provision

issues Ofsted must be notified of. She has a good awareness of what a significant event is and has a procedure to follow to ensure that such events are duly reported, in line with requirements. The childminder provides a safe and clean learning environment for children to play in. She manages this successfully because she supervises children's play, completes thorough risk assessments, carries out daily safety checks and adheres to ratios at all times. Therefore, she puts in place good safety precautions to minimise the risk of accidents. The childminder maintains and implements a wide range of policies and procedures. These contribute to her having a good understanding of her responsibilities in promoting and safeguarding children's welfare.

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provision

The childminder's commitment to improving her service and provision for children is good. Through seeking support from her local authority, self-evaluation and quality improvement plans, she has a good understanding of her strengths and areas to improve. The childminder effectively monitors children's progress and her planning to ensure she provides a good range of activities across all areas of learning. She makes good use of ongoing training to improve her personal effectiveness. For example, recently attended training on how children learn in the outdoors has contributed to her good understanding of how young children learn and develop. Her positive approach to keeping up to date through training contributes to promoting her professional development. The childminder has addressed all of the recommendations raised at the last inspection. This supports improving the provision for children because the childminder is continually developing her

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provision

The childminder has good relationships with parents. Through daily feedback, she keeps them informed about their child's day and progress. She also gives them regular questionnaires to complete where parents contribute in a very positive way. For example, they comment on how well their child has settled and how they love the activities that they do. In addition, through her policy file, she ensures parents are aware of the service provided for children. This information sharing contributes to promoting continuity in children's care. The childminder has a very good understanding of working with other settings involved in children's learning, such as school and other childcare settings. In addition, she knows how important it is to work in partnership with other professionals or external agencies to ensure that children receive the support they need.

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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 EY436990 Local authority Leeds Inspection number 968330 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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