Childminder in Leeds

Inspection date

Previous inspection date 04/06/2014 14/08/2009

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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

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This provision is good

 The childminder has a good awareness of how young children learn, which ensures that all children make good progress in relation to their starting points. The well-resourced environment, both indoors and outdoors, fully promotes children's independence and creativity.  The childminder forms close and caring relationships with children in her care, which enables them to be settled. Parents comment positively about all aspects of the childminder's practice with their children.  Children benefit from regular outings to a variety of indoor and outdoor venues which extend and enhance their learning experiences.  Attention to safeguarding the children is paramount. There are effective strategies in place to make sure that children are protected from harm. The childminder ensures the home is risk assessed, and supporting policies to help keep children safe are in place and reviewed.

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It is not yet outstanding because

 There is room to strengthen the methods used to gather information from parents about all aspects of their children's progress, so that all parents can take a full and active role in the observation and assessment process to fully support their child.

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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 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, planning and assessment documentation.

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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 checked the childminder's suitability, qualifications and policies and procedures, including safeguarding, accident and medication records. The inspector also reviewed her self-evaluation systems and a range of other supporting documentation.

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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, one adult child and three children aged eight, 12 and 15 years in Tingley, Wakefield. The whole ground floor of the house and the rear garden are used for childminding. The family has a pet dog. 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 two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.45am to 5.30pm, Monday to Friday, except Bank Holidays and family holidays.

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

 extend the partnerships with parents so that they have greater opportunities to share more information about what their child is learning at home, so this shared knowledge can be used to help plan and share ideas about how to move children forward.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage and the seven areas of learning to fully support all children's development. She knows the children in her care well. Individual learning files are in place for all children, and these include photographs, observations and assessments. These are linked to all seven areas of learning and are used to identify next steps in each child's development. The childminder uses effective observations and collects lots of varied evidence to inform her planning. As a result, she includes suitable activities, experiences and challenges for each individual child. However, there are fewer opportunities for parents to share what they know their child can do at home, in order for the childminder to use this information to contribute to the day-to-day planning, to further support the next steps in children's learning.

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who attend

Children enjoy their time with the childminder and they participate in a range of interesting activities. The good range of experiences are thought about and decided prior to the session; however, the childminder is very flexible, allowing children to do activities of their choosing. 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 them. This ensures that children's early language development takes a high priority.

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who attend

The play areas are well organised and offer a range of resources, such as books, puzzles, musical instruments, small world toys and construction equipment. Resources are stored in containers that are easily accessible and labelled with words and pictures. This supports children to begin to make independent choices in their play and learning. Books are displayed in low-level boxes and there are a good selection of fiction and non-fiction books, including those that provide information about a diverse society. Drawings are displayed on the wall in celebration of individual children's achievements. The childminder provides opportunities for children to engage in sensory play, such as using oats, wooden objects and pebbles. This type of play encourages experimentation and exploration while fostering the development of physical movement, thinking and problem solving. It also increases the opportunity for social play and the associated skills of turn taking and

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who attend

communication. As a result, children become active learners and are well prepared for the next steps in their learning. The childminder takes children to several community groups where they join in sessions, such as music and movement activities and gym sessions. As well as complementing the activities provided in her home, this gives children the opportunity of being in larger groups in preparation for when they start school. Children learn about the wider world as they visit local farms, the library and parks, and constantly discuss the weather and the animals that they see when they are outdoors.

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

Children develop close and caring relationships with the childminder. They settle particularly well because she takes time to find out about the children's preferences, needs and routines, For example, information is exchanged with parents during settling-in sessions about dietary needs, allergies, medical conditions and routines to ensure that these are accurately met. This helps to ensure consistent care and make the transition from home into the childminder's care an easy process. The childminder speaks to parents each day about their child and has formed strong attachments with the children. As a result, children quickly feel at ease and begin to form strong and trusting relationships. For example, they seek reassurance when they feel unsure or are tired, and the childminder quickly recognises their unease by comforting them. She recognises when children are tired and hungry and meets their needs appropriately. Children smile and

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

laugh with the childminder and they enjoy cuddling close to her as they read books. This gives children a strong base and high levels of confidence and self-esteem to make good progress. Children demonstrate confidence as they explore the resources, and the childminder is always on hand to support their play.

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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 feed themselves and access their own drinks when they are thirsty. Children gain a good awareness of the importance of healthy lifestyle choices. For example, their understanding of healthy eating is promoted as they discuss foods that are good for them and have been planting vegetables with the childminder. Children have very healthy meals and snacks prepared by the childminder, who takes into account parental wishes. Children are prepared a cooked meal and are provided with a wide range of fruit and vegetables as an essential part of the meal. Good daily practice reinforces children's understanding of hygiene. For example, children wash their hands before eating and after using the toilet. The childminder has attended a mandatory paediatric first-aid course. All accidents and medication given to the children are recorded, dated and signed by parents to keep them

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

informed of children's well-being. All accidents are also recorded. This means that the childminder can effectively deal with any accidents or minor injuries, and parents are reassured that their children are consistently well cared for.

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

Children behave well because they 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. They are given positive praise and recognition for their efforts and achievements. For example, when they complete a puzzle or tidy away their toys, the childminder tells them, 'Thank you' and 'Well done'. The overall atmosphere is one of calm, so children are happy and focused during child-initiated and adult-led play. 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 and not to throw toys as they may hurt their friends. The fire drill is practised and the procedures and plan showing exit routes are available. Children are reminded about road

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

safety as they go out and about on walks to and from groups. 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.

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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 daily risk assessments of her home, garden and any outings. Documentation is well organised and maintained to a good standard, which supports the safe and efficient management of the setting. The childminder ensures that all people who live on the premises have been suitably checked through the Disclosure and Barring Service. She shares all relevant documentation with 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. Daily registers with children's hours of attendance are kept, and parents sign accident and medication forms when

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provision

The childminder uses her good knowledge of the Early Years Foundation Stage to provide activities that keep the children stimulated and interested across the seven areas of learning. She has a sound understanding of children's individual needs and interests, and plans a varied and exciting range of activities to help them make good progress. Good systems for the observation and assessment of children support her to achieve this. 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 potential. The childminder has completed a self- evaluation process and she has clearly identified her strengths and weaknesses, which provide opportunities for her to review and evaluate her provision on a regular basis. As a result, the childminder is always reflecting upon her setting and the care she offers to the

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provision

children. The childminder shows a commitment to further personal development by attending relevant training events that become available. She seeks advice from the local authority as necessary and regularly discusses good practice with other childminders. The views of parents and children are sought and these demonstrate their high levels of satisfaction with the service they receive. For example, parents comment that, 'My child is busy all day, everyday with fun and exciting activities. 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. She 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 are very happy with the care and teaching

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provision

that she provides. As a result, parents are aware of how their child is developing. Links have been made with the local school to ensure continuity of care and learning for all children. As a result, children are prepared well for the move to school and for future learning.

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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 320137 Local authority Leeds Inspection number 877064 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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