Childminder in Leeds

Inspection date

Previous inspection date 04/07/2014 12/03/2010

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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 at the setting and are occupied through a variety of experiences.  Partnerships with local schools are in place to ease times of transition and provide continuity for children.  The childminder is familiar with the signs and symptoms of abuse and the procedures to follow should she have a concern about a child in her care.  Parents are involved in the setting and information is shared, supporting children's well- being.

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It is not yet good because

 Assessments of learning and planning are not always used precisely enough and there is variable use of open-ended questions. This means children do not consistently benefit from a good level of challenge in their play.  The variable hand washing routine means opportunities for children to develop their self-care skills are reduced.  Improvements identified through self-evaluation do not focus enough on progressing children's development and raising their overall levels of achievement.

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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 main indoor play spaces and outdoor learning environment.

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Inspection activities

 The inspector held discussions with the childminder and her assistant at appropriate times.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability of all members of the household, and documentation relating to the safeguarding and welfare requirements.

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Inspection activities

 The inspector took account of the views of parents included in the setting's own parent survey.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in Bramley, Leeds. The ground floor of the property is used for childminding purposes and an enclosed garden is available for outdoor play. The childminder's husband is registered as an assistant. The family has a pet cat. There are currently four children on roll in the early years age range. Children are taken and collected from school and have access local groups. The childminder operates from 7.30am to 6pm Monday to Friday, all year round. She supports children who speak English as an additional language.

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must:

 improve opportunities for children to be consistently challenged through more precise assessments of learning and individual planning, and by using open-ended questions that encourage children to think, have their own ideas and find solutions to problems.

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

 provide greater opportunities for children to develop self-care skills, for example, through encouraging independence during regular and consistent hand washing routines

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

 focus self-evaluation more precisely on raising children's all-round levels of achievement, so that any areas identified for improvement are targeted specifically at raising the outcomes for children.

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who attend

The childminder's setting is warm and welcoming and children are settled. The childminder provides a range of activities to cover the seven areas of learning and development. For example, children engage with baking activities that allow them to access to learning across the prime areas, which are key to helping them move forward and learn other things. They wait their turn, follow instructions and spoon out the mixture. The childminder understands that children learn through play and observes children's interests. She ensures resources are easily available, engages children's interest and keeps them well occupied. The childminder has begun to carry out assessments of children's development, which provide a clear overview of children's achievements. These assessments are also used to complete a progress check for children between the ages of two and three years. However, assessments of learning and are not always linked

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who attend

precisely enough to the individual plans made for children to ensure they are consistently well challenged. As a result, learning activities are not always planned to reflect what children need to learn next and so bring about a good level of progress.

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who attend

Children are helped to develop some skills to aid their readiness for school. For example, the childminder teaches children to recognise letters of the alphabet, colours and numbers, using resources and images displayed around the home. They move number cards around on the outside fence and use alphabet moulds in the sandpit. The childminder supports children by sitting alongside them at their level as they play, offering a reassuring presence and supporting children's personal, social and emotional development. The childminder sufficiently encourages learning by offering instructions to play. However, there is scope to improve some aspects of teaching by adding more challenge to activities through the use of carefully framed, open-ended questions that will extend children's thinking and problem-solving skills.

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who attend

Children have free access to outdoor play a daily basis. They enjoy digging in the sand and riding bikes and scooters in the garden. This promotes children's emerging physical development and confidence. In addition, the children regularly attend age-appropriate groups where they have opportunities to spend time in a larger group. This supports the children in developing the personal, social and emotional skills needed in readiness for starting school. The childminder cares for children who speak English as an additional language, and supports their language development though close attention, singing and music.

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

The childminder has a calm and consistent manner and engages easily with the children, for example, as she blows bubbles with them, they show delight and excitement. Children show they feel safe, secure and confident in their relationship with the childminder and they readily approach her and are reassured by her presence. This is reflected in the children's relationships with each other, as they happily play and learn together. The childminder's friendly setting is suitably resourced to meet the needs of the children who attend. Resources are placed within easy reach of children to allow them to choose what to play with, indoors and outside. Children readily access these resources, showing their sense of belonging and familiarity with the setting.

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

The childminder generally contributes to children's well-being by ensuring she is fully aware of their individual needs, such as any health problems or allergies they may have. She holds a first-aid certificate and has systems in place to handle and record accidents or the administration of medicines in a timely way. Information on children's care is shared with their parents daily, allowing continuity of care. The childminder has risk assessed her setting and outings, and takes steps to minimise any hazards that may occur throughout the day, to promote children's physical well-being. In turn, children are developing an understanding of the rules set to ensure their safety and well-being. For example, they learn how to keep themselves safe by helping the childminder with simple tasks, such as locking the gate. Children are mostly supported to lead a healthy lifestyle by eating fruit, such as bananas and oranges, as well as biscuits for snack, and drinking milk and water

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

throughout the day. However, support for children to develop their self-care is not always carefully considered because the hand washing routine is variable. This impacts on the opportunities available for children to begin to build lifelong skills.

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

The childminder is able to tailor care to meet children's needs because she collects appropriate information from parents, both when their child first starts at the setting and on an ongoing basis. This supports consistency between the setting and home and enables children to settle. The children visit the local school regularly, making it a familiar place for them, and the childminder has established a sound relationship with school staff to facilitate the sharing of basic information. Overall, children are suitably prepared for their transitions.

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provision

The childminder has a range of relevant policies and procedures in place. She ensures her home is safe from fire through checks provided by the fire service, and she practises the evacuation drill with children so that they know what to do in the event of an emergency. The childminder has attended safeguarding training to support her in identifying the signs and symptoms of abuse, and has created policies and procedures to follow in the event she should have concerns about a child. The childminder ensures her home is well maintained and that the garden is secure. As a result, children move indoors and outdoors independently and safely. The childminder employs her husband as an assistant who works on an occasional basis. The childminder ensures he holds a first-aid certificate and he is briefed on the children who attend the setting. Other adults who occasionally help out with caring for minded children at the setting are not left unsupervised with them,

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provision

meaning children are protected from harm. The childminder understands the requirement to inform Ofsted of this arrangement and ensure suitability checks are carried out.

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provision

The childminder has made improvements since her last inspection. She evaluates her service and has developed a culture of continuous improvement by attending relevant training and accessing support and advice from the local authority. For example, the childminder has begun using assessments to monitor children's development and provide an overview of each child's skills and abilities. However, the assessment and planning process is still developing and is not yet precise enough to make sure that children benefit from consistently good levels of challenge. In addition, teaching is sometimes variable and does not always make the most of questioning to fully support children's thinking and problem-solving skills. As a result, children make satisfactory, rather than good, levels of progress. Parents' views are collected through consultation forms and these are included in the evaluation process. However, there is scope to improve self-evaluation by

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provision

specifically focusing improvement on those areas of practice that will raise children's overall levels of achievement. The childminder ensures that daily discussions with parents take place, so that they are well informed about their children's welfare and the activities they have taken part in. The childminder monitors the success of the experiences she provides by observing children's satisfaction. Parents say their children enjoy spending time at the childminder's house and are happy with the service she provides. The childminder has developed a relationship with the local school, and regular discussions with staff enable her to provide continuity of learning, particularly in relation to letter and phonic recognition. The childminder supports children who speak English as an additional language and works closely with parents to ensure she provides appropriate care. She aims to include the use of their first language

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provision

alongside their developing use of English.

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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 EY268600 Local authority Leeds Inspection number 877614 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 4

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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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