Childminder in Leeds

Inspection date

Previous inspection date 30/05/2014 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

 The childminder safeguards children well in her home because she has a thorough knowledge and understanding of her role and responsibility in keeping children safe from harm.  Good quality teaching, which includes the childminder's effective interaction, ignites children's interest and enthusiasm for learning. As a result, they make good progress.  There are strong partnerships with parents, who actively contribute children's learning from home. As a result, the childminder plans meaningful activities, which support and extend children's learning.  The childminder manages children's behaviour effectively. As a result, children behave well.

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It is not yet outstanding because

 The childminder does not always promote opportunities for older children to develop their independence skills at snack time.

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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 activities in the childminder's home.  The inspector spoke with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector looked at children's learning journals, and a selection of policies and procedures.

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Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications, along with arrangements for self-evaluation and improvement.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged eight and six years, in a house in Leeds, West Yorkshire. She works with another registered childminder on the premises. The property is close to local schools, shops and other amenities. The whole of the ground floor is used for childminding. There is an enclosed garden available for outdoor play. The childminder takes and collects children from local 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 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The family have tropical fish as pets. The childminder supports children who speak English as an additional language. She receives support from

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

 enhance opportunities for older children to develop their independence skills, for example, by selecting and preparing their own foods and pouring their own drinks at snack time.

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who attend

The childminder has a good knowledge of child development and fully understands how children learn. There is a balance between adult-led and child-initiated activities, which are flexible and responsive to children's needs. For example, children show pleasure in a train journey they have experienced. To support this interest the childminder provides the children with the train and track, for them to act out their enjoyable experiences further. This means that children's individual interests are well met. Well-written observations are completed on children on a regular basis. Next steps in learning are clearly identified and used to plan activities, which extend children's learning further. For example, children enjoy building with blocks. To extend this further the childminder provides children with other materials, with which they build and construct. Consequently, teaching is good. The childminder ensures that children are making progress, by regularly completing tracking

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who attend

sheets, which link to the ages and stages of development. Through these strategies, any gaps in learning are quickly identified and supported. As a result, children have the key skills needed for the next steps in their learning and they are progressing well towards the early learning goals.

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who attend

Adult interactions are good. The childminder engages with children, getting down to their level. She supports younger children's acquisition of language well, by repeating and rephrasing words and sentences. When watching the fish in the fish tank, the childminder effectively supports older children to develop their thinking skills. For example, she encourages them to consider what other creatures live in the sea and which animals have stripes like the angel fish. As a result, children communication and language skills are supported well. The educational programmes have depth and breadth across the seven areas of learning. They provide interesting and challenging experiences, igniting children's interests and enthusiasm for learning. For example, children eagerly select their own toppings for the pizzas they are making for lunch and carefully spread over the tomato puree as a base. Consequently, children develop their decision making and co-ordination

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who attend

skills. Children are supported to develop their early counting skills and apply them in everyday activities. For, example, children enjoy counting the steps as they go upstairs. Consequently, children are supported well in their early mathematical development. Children who speak English as an additional language are supported well. This is because the childminder uses dual language electronic resources, and key words and phrases in the children's home language. This means that all children's needs are effectively met. Overall, children are making good progress in the care of the childminder and are developing the skills they need for their future learning and the eventual move on to school.

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who attend

Parents contribute information to help establish children's starting points. They are effectively kept up to date with their children's progress. They take profiles home on a monthly basis, to share with their family and friends. They actively contribute to children's profiles by sharing information about their learning and development at home. This promotes a collaborative approach to helping children make the best progress possible.

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

Children are supported well with their move into the childminder's home, with an appropriate settling-in process, which is tailored to meet their individual needs. The childminder ensures that there are daily opportunities for parents to verbally exchange information about updated care routines. As a result, children quickly feel at ease with the childminder and strong relationships are formed. Children are at ease in the childminder's home, as they explore their environment and readily approach the childminder to invite her to play, or when they need support. As a result, children's emotional needs are effectively met. Children visit the local primary school when they collect older children. The childminder supports children further by taking them on introductory visit days. This effective support prepares them well.

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

Children wash their hands before meals use the bathroom independently. This means that they are developing their self-help and independence skills. However, there is scope for older children to develop their independence skills further, by selecting and preparing their own fruit and pouring their own drinks at snack time. The indoor and outdoor environments are stimulating, well-resourced and welcoming. Resources are developmentally appropriate and accessible. This further supports opportunities for children to freely choose and be autonomous learners. The childminder keeps children safe by keeping safety gates closed, and by checking the identity of visitors. As a result, children are kept safe. Children learn to keep themselves safe by talking about when it is safe to cross the road and by listening to stories read about 'stranger danger'. The childminder is a very good role model to the children in her care and is polite, caring and

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

listens carefully to children. Behaviour is managed skilfully. The childminder works collaboratively with parents to promote positive behaviour, adopting shared strategies, which meet individual children's needs. As a result, children behave well.

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

Children are provided with opportunities to develop their understanding of the importance of fresh air and exercise. They access a wide variety of equipment to develop large scale and co-ordination skills, including tricycles, large and small balls, a trampoline and a climbing frame. Children regularly visit local parks, gaining an understanding of risk through activities that encourage them to explore. They develop their understanding of a healthy diet as meals and snacks offered throughout the day are balanced and nutritious. For example, children are given a wide variety of fruits to choose from at snack time and cereals for breakfast. As a result, children gain a good understanding of a healthy diet and the need for physical exercise.

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provision

Safeguarding is good. The childminder has a clear understanding of safeguarding procedures and confidently talks about early signs of possible emotional and physical abuse. There is a well-written safeguarding policy, which includes the use of mobile telephones and cameras. The childminder clearly explains the procedure to follow if an allegation is made against her. There is a record of both her and her husband's Disclosure and Barring Service check, ensuring they are both suitable. This means that children are kept safe and their welfare is promoted. The childminder has written risk assessments for both in and outdoors, and for outings. She carries out daily checks to identify any potential hazards and effectively takes action to remove them. On outings children's safety is further considered, as children wear wrist bands with the childminder's details clearly written on. Documentation is well kept, such as the daily register of attendance and the

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provision

accident records. As a result, children's welfare and safety is promoted well.

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provision

The childminder has a good understanding of her role and responsibilities. All policies are clear, personalised and in line with published guidance. The childminder keeps up to date with changes in early years practice, for example, by linking with other childminders, attending local authority training and reading relevant professional literature. The childminder monitors the provision effectively, by reflecting on a daily basis what has gone well and what needs changing. She adapts her activities to meet the range of children attending and their changing interests. This means that children's learning and development is promoted well. Summative assessments, which focus on children's skills and abilities, demonstrate that their progress is being monitored effectively. As a result, any gaps in learning are quickly identified, so that appropriate interventions can be sought.

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provision

The drive for improvement is demonstrated by a clear, well-written improvement plan. The childminder recognises her strengths and areas for development, and has plans in place to address these. For example, a new outdoor play area for children has recently been developed. Parents are encouraged to give their views informally on a daily basis, but are also given opportunities to contribute ideas through daily diaries and questionnaires. There are strong partnerships with parents, who make contributions to support children's well-being and share information about their learning from home. Parents are kept up to date with what is happening through a regular newsletter and an information board. Links have been established with the local children's centre and primary school. As a result, partnerships are established and make a strong contribution to meeting children's needs.

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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 EY467979 Local authority Leeds Inspection number 946965 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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