Childminder 319986

Inspection date

Previous inspection date 11/06/2014 24/02/2010

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children enjoy their time with the childminder because she provides a range of activities that occupy and engage them.  The childminder is a good role model. She develops warm, caring, relationships with children. As a result, children feel safe and secure in her care.  The childminder has a suitable understanding of her role and responsibilities in keeping children safe. Effective policies and procedures underpin her practice and as a result, children are generally protected from harm.

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It is not yet good because

 The childminder does not consistently use information about what children know and can already do to plan effectively for their future learning. As a result, activities do not consistently provide sufficient challenge to support children's good progress.  The childminder does not collect enough information from parents about children's starting points on entry to the setting. Consequently, she does not have a full picture of what children can already do, on which to base plans for their future learning.  The provision for children who wish to relax or sleep is not well considered, so children do not always rest undisturbed.

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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.  The inspector observed activities in the downstairs rooms and outside.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector looked through children's observation files and records.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder and reviewed a selection of policies.

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Inspection activities

 The inspector took account the views of parents and children provided through questionnaires and written statements.

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Information about the setting

The childminder has been registered since 1995 on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The provision is open all year round except for the childminder's holidays. The childminder lives in Guiseley, an area of Leeds. She lives in a semi-detached house and uses the whole of the ground floor and first floor toilet and bathroom for childminding. There is a garden for outdoor play. The childminder lives with her husband and their adult child. The family have a dog. Currently there are six children on roll, four of whom are in the early years age range and attend for a variety of sessions. The childminder takes and collects children from local schools.

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must:

 plan and provide challenging and enjoyable experiences for children that are based on their individual needs and take full account of the identified next steps in their learning in order to ensure that they make consistently good progress.

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

 involve parents in the assessment of their children's starting points by supporting them more effectively to share relevant information about children's achievements at home, when they first join the setting

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

 review the organisation of space and resources so children who wish to sleep are not disturbed.

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who attend

The childminder has some knowledge of the Early Years Foundation Stage and of how young children learn and develop. However, because the childminder does not always use her assessments of what children can already do to plan activities tailored to their individual needs, they sometimes lack sufficient challenge and therefore do not support children effectively in their learning. Activities provided do cover the areas of learning but everyday routines and activities are not used as opportunities to further support learning. For example, young children are encouraged to develop their hand-eye coordination as they fit shapes into a jigsaw puzzle, but the childminder fails to recognise that children are ready to continue this development at meal times, by using cutlery for themselves. Instead, she feeds younger children with a spoon, rather than encouraging them to have a go themselves. The childminder places some focus on helping children to acquire

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who attend

communication and language skills. She uses her knowledge of the Every Child a Talker programme to develop children's speech and language. For example, she encourages children to make noises, she models sounds in the environment and repeats simple phrases appropriate to the age and stage of the child's development. As a result, children are beginning to mimic what the childminder says and the noises that she makes. She puts herself in close proximity to children and this also helps them to communicate through gesture, pointing and eye gaze.

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who attend

The childminder observes children and makes assessments of their progress across all areas of learning and development. However, this information is not always used well to plan suitable activities. For example, when she identifies that children's exploration and physical skills need further support, she does not plan additional activities or opportunities for them to practise these skills. The childminder carries out progress checks for children between the ages of two and three years. She gathers information from her assessments and records these for parents and other professionals, such as Health Visitors, so that appropriate intervention can be put in place, if necessary.

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who attend

The childminder shares information with parents about their child's achievements. This means that they are generally aware of the progress their children are making in her care. However, arrangements to support parents to share information about their children's starting points are not sufficiently robust. As a consequence, the childminder does not have a clear picture of children's achievements from the outset, and is not, therefore, able to plan effectively from the moment children start with her.

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

The childminder is warm and caring and as a result of this, children are confident and at ease in her home and their emotional needs are generally well met. Children climb onto her knee for cuddles and bring books for her to read and resources to play with. Parents comment that the childminder promotes good behaviour and that they like her no- nonsense approach. The childminder knows children's likes and dislikes and has a range of resources that cater for their interests and needs. For example, some new furniture enables children to help themselves to toys because they can see them for themselves. She also rotates resources to ensure they are suitable for the age and stage of the children attending.

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

Young children are not always able to sleep undisturbed as space and resources are not well enough organised to ensure that they are not woken by the noise of other children playing. The childminder generally supports parents and children well when the time comes for them to move on to school. She passes information from home to school and talks to children in preparation for the event. The childminder uses outdoor space to support all round development and well-being. Children spend time outdoors and enjoy being in the fresh air. Children learn to share and take turns cooperating with each other whilst engaged in their activities. The childminder also takes children to groups, which she runs with other childminders, so they have opportunities to develop their social skills as they interact with other adults and children.

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

Children learn about healthy lifestyles and follow good hygiene practices at mealtimes by washing and drying their hands independently. They use individual towels and then place them in the bin for washing. Children know about keeping themselves safe on the premises. They know that gates must be closed behind them as they enter and leave the childminder's home. Children know that they have to wait and follow instructions when they are getting ready to go out on visits.

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provision

The childminder knows how to keep children safe and promote their welfare. She takes the necessary steps to do so and keeps up to date information at hand to ensure that she knows what to do if she is worried a child is being abused. The childminder talks confidently about potential signs and symptoms of abuse and the procedures for reporting concerns to the local authority are clear and are kept together with other safeguarding information. She has an appropriate safeguarding policy which is shared with parents. This information includes a policy of how mobile telephones and cameras are used appropriately in the setting and provides parents with information about how their children's data is protected. Parents are well-informed about day-to-day policies and procedures that the childminder has in place. Appropriate checks have been completed to confirm the suitability of all those living or working on the premises.

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provision

The childminder uses a self-evaluation tool to identify some of the strengths of her provision, and some of the aspects that need improvement. She has worked hard since the previous inspection to address the recommendations made. However, she has not identified where the quality of teaching is weak and children are not sufficiently well challenged to make good progress in their learning. Parents contribute to the self- evaluation process and state that they are happy that their children are safe and are generally well cared for.

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provision

The childminder has formed some positive links with parents by ensuring that she keeps them informed of their children's progress and by sharing information about the day's activities and events. The childminder has developed some contact with other professionals, which she uses to build on her knowledge and skills and to share good practice. For example, she attends a childminding group and seeks advice from the local authority adviser.

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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 319986 Local authority Leeds Inspection number 877057 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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