Childminder in Leeds

Inspection date

Previous inspection date 22/05/2014 24/11/2008

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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

 The childminder provides children with a broad range of activities and pays particularly good attention to promoting their development in communication, language and literacy. Consequently, children are motivated to learn and become confident communicators who develop a love of reading from an early age.  Children feel very safe with the childminder because she manages their transitions into her care in a sensitive manner. This means children soon become familiar with their new environment, settle well and are emotionally secure.  The childminder is well organised and manages her service efficiently. She gives high regard to safeguarding children, keeping them free from harm and continuously enhancing the outcomes for their care and learning.  Partnerships with parents are very good, and as a result, information about children's ongoing care and learning is shared frequently and effectively.

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It is not yet outstanding because

 There is scope to extend the opportunities for children to see their name in written form and to use this for a purpose in their environment.  The childminder is not yet making best use of her garden, to further enrich some aspects of children's learning.

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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 premises and observed children in the downstairs rooms of the house.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.

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Inspection activities

 The inspector looked at a selection of children's records, day-to-day documentation and policies, and saw evidence of suitability checks.

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Inspection activities

 The inspector made observations of, and discussed the outcome of the morning's activities with the childminder.

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Inspection activities

 The inspector took into account the views of a parent spoken to on the day of the inspection, and also written comments from other parents.

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Information about the setting

The childminder was registered in 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in the Alwoodley area of Leeds, West Yorkshire. The whole ground floor of the home and the rear garden are used for childminding. The childminder regularly attends activities at the local toddler and childminder group and visits the park on a regular basis with children. She takes children to and collects them from the local school. There are currently 10 children on roll, five of whom are in the early years age group. They attend for a variety of sessions. The childminder operates Monday to Thursday from 8am to 5.30pm and Friday from 8am to 9am for 46 weeks of the year. She is a member of Professional Association for Childcare and Early Years and the Pre-school Learning Alliance. She is accredited to provide funded early education for three- and four-year-olds.

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

 extend the opportunities for children to see and use their name in written form, so they are continually supported in learning how it can be used in context in different ways, for example, for self-registration

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

 strengthen the learning opportunities for children in the garden to further enrich their understanding of literacy and enhance their sensory experiences, for example, using labelling in context and providing items, such as herbs, that children can touch and smell.

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who attend

The childminder has a good understanding of how children learn and develop and is confident in her teaching. She has an enthusiastic approach and interacts very well with children as they play. Consequently, they are keen to take part in the activities. This means children become curious and motivated learners who make good progress in their development and are well prepared for school when the time comes. For example, the childminder sits on the floor with children, so she is on their level and can engage fully with them. As she does so, she shows a child how to find the correct slot in a cardboard box, so he can post a corresponding sized lid through this. During the activity the childminder makes comments, such as, 'Does that lid go there?', and expands on this with, 'No, not there'. As the childminder puts the correct lid in the slot she claps her hands and responds with, 'Yes, it goes there'. The child watches with interest and then tries the

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who attend

activity for himself, copying successfully what he has seen the childminder modelling. As a result, the child sustains his concentration for a good amount of time, responding with 'No' if the lid does not fit and beaming with delight when he is finally successful. This demonstrates that children develop a positive attitude to learning and keep persevering when things do not go right the first time.

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who attend

The childminder provides a stimulating environment for children to play and learn. A good range of toys is set out for them to choose from, which promotes independent learning. For example, a child delights in choosing cars from a box and sending them along the floor. This shows the child is learning about cause and effect in his own way. Posters are displayed to raise children's awareness of letters of the alphabet, for example, children have some opportunities to see their name in print. However, they are not always taught how this can be used in context, for example, for self-registration. This means support for children's developing literacy skills is not as rich as it could be. The childminder gives good attention to supporting children's mathematical development from a young age. For example, as children explore different-sized lids, she emphasises words to describe size, such as 'big', 'medium' and 'small'. She supports children with learning about positional

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who attend

language, such as 'over' and 'under', as she reads stories and further reinforces the words with hand gestures. The childminder accurately identifies children's starting points in their learning through discussion with parents and her own observations. She continually monitors and assesses their development and compiles a detailed learning record for each child. She makes sure parents are constantly informed of their child's progress, so they know how they are developing in the setting. Parents are actively encouraged to add their comments to their child's learning record and to tell the childminder about their children's achievements at home. This means the childminder can plan precisely for the next steps in children's learning because she has a full picture of their development, both in and outside her setting.

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who attend

The childminder pays good attention to promoting children's development in communication and language. She constantly engages them in conversation, which means they become immersed in the spoken word. As a result, they become confident communicators. For example, as a young child explores a jigsaw depicting animals, the childminder names each one and demonstrates the associated noise they make. She extends this further by wearing different animal masks and again reinforcing the sound. The childminder concludes the activity by asking the child, 'What does a pig say?' and he responds with 'Oink'. This shows the child is supported well to make clear connections in his learning. Books play an important part in the setting. A good range are available for children to choose from and they listen intently to stories because the childminder reads these with lots of expression. She encourages children to value the books by showing

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who attend

them how to turn the pages carefully, so they do not tear. As a result, children emulate this good support and guidance when they look at books independently, demonstrating that they develop a love of reading from an early age.

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

The childminder gives high regard to making children's transitions into her care a pleasant experience. For example, settling-in visits are provided, which are tailored to children's individual needs, so they become familiar with their new surroundings at their own pace. This promotes their emotional well-being very well. Consequently, they feel safe and secure and have a good base for their learning and development. Good information is gathered from parents about children's individual needs, and the childminder meets these fully. This means parents develop trust in the childminder and know their children are being cared for in a consistent manner. In turn, children quickly develop close bonds with the childminder and are keen to attend. For example, on arrival they happily leave their parents and are keen to greet the childminder and other children. The childminder makes sure children understand why there are any changes to their normal routine, such as

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

explaining about the inspector's presence. This further supports children's emotional well- being.

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

The childminder treats each child with respect and they respond positively to her caring and patient manner. For example, as she changes the nappies of very young children, she explains how this will make them feel comfortable again. This means children respond positively to the process, which in turn successfully helps lay the foundations for their understanding of the importance of self-care. Children learn to behave well because the childminder gives them responsibility from a young age. For example, she asks them to choose what fruit they would like to eat for their snack. This shows children that their opinions are listened to and valued, which raises their self-esteem. The childminder also makes good use of praise to acknowledge children's efforts and achievements, which makes them feel positive about themselves. Children are provided with good opportunities to learn away from the setting. For instance, the childminder regularly takes them to

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

toddler groups and the library. She also takes them to the homes of other childminders to share their learning opportunities, such as observing the life cycle of a frog over time and to learn about animals, such as a tortoise. This broadens their knowledge and means they become confident in engaging with other adults, which further prepares them for the transition to school.

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

The childminder is very effective in promoting children's good health. She makes sure they have opportunities to engage in physical exercise and to benefit from fresh air each day. She regularly takes children to the park and they are able to use a range of resources in the garden, such as a tunnel they can crawl through. This very successfully supports their physical development, which means they develop coordination in their movements. However, the childminder is not yet using her garden to further enrich some areas of children's learning in literacy and understanding the world. For example, the opportunities for them to observe print in context in the area and engage in sensory experiences, such as smelling fragrant plants, are not always included. The childminder sensitively encourages children to learn about personal safety from a young age. For instance, she explains why they must not enter the kitchen area while she is preparing their lunch and

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

that they need to wait until their food has cooled down before eating this, so they do not burn their mouths.

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provision

The childminder has clear policies and procedures in place, which she implements effectively, and all day-to-day documentation is maintained to a good standard. This underpins the safe and efficient management of her service. The childminder gives high priority to keeping children safe. For example, she carries out daily safety checks on all areas of the premises, and the open plan-layout of her home means children are supervised well at all times. She also assesses and successfully minimises any risks associated with outings, which means children feel safe when they are away from their normal environment. The childminder has a good understanding of her responsibilities in terms of child protection. She regularly undertakes training in this area, and as a result, she is confident with discussing the possible indicators of abuse or neglect. She fully understands the process that needs to be followed by the relevant authorities if an

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provision

allegation is made against herself or a member of the household, and the importance of complying with this to protect children.

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provision

The childminder establishes and maintains good partnerships with parents. She knows that good communication is the key to this. For example, she provides parents with copies of all her policies and procedures so they are in no doubt about how the service operates. Discussion at drop-off and collection times and electronic communication, such as text messaging, are used very effectively to promote the ongoing sharing of information about children's care and learning. Parents express very positive comments about the service. For example, they state that the childminder goes out of her way to support the family and that they have seen 'massive' changes in their child's development as a result of the childminder's involvement in their care. The childminder also has good links with the local schools that children move on to. For example, she invites the foundation stage teachers to meet the children at her home, so they get to know them in a familiar environment

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provision

before they move into their care. This helps children to transfer to the next stage in their learning with confidence.

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provision

The childminder is passionate about her role and puts children and their families at the heart of everything she does. She shows a good commitment to continually improving her service and the outcomes for children's care and learning. For example, she regularly attends meetings with other providers in the area to discuss changes in legislation and what constitutes good practice. She actively seeks the views of parents and children about her service and reflects on her own personal development. She uses all of this information effectively to identify her strengths, areas for development and to plan for future improvements. For example, plans are in place to provide a mud kitchen in the garden, to further enhance children's imaginative play. The childminder regularly attends additional training. She carefully considers which courses will have the most impact on improving her knowledge, to benefit children's learning. The childminder carefully monitors the

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provision

effectiveness of the educational programmes she provides and the individual progress of all children. For example, she keeps an overview sheet to monitor their development in all areas. This means she can quickly identify any areas were children are not reaching the expected levels for their age, and enables her to provide support to close any such gaps in their 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 320153 Local authority Leeds Inspection number 971716 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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