Childminder in Leeds

Inspection date

Previous inspection date 11/07/2014 23/09/2009

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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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The relationship between the childminder and children is strong; the childminder promotes and fosters children's independence at every opportunity. Children are settled and happy in her care.  Children are kept safe because the childminder has appropriate knowledge of how to safeguard children and understands who to contact in the event of a child protection concern. She promotes a safe and secure environment as she effectively minimises all risks and hazards.

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It is not yet good because

 Children's learning is less well supported because the childminder does not consistently use information from child observations and assessment to plan challenging experiences for children. As a result, children do not make the best possible progress.  The way in which activities are presented to babies and younger children is not always inclusive to meet their current interests. As a result, babies and younger children are not consistently engaged and involved during activities.

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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 compulsory part 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 viewed all areas accessed by children, including the outdoor environment.

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Inspection activities

 The inspector observed teaching and learning activities and spoke to children at appropriate times during the inspection.

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Inspection activities

 The inspector met with the childminder and looked at children's development records, evidence of suitability and qualifications and a range of other policies and procedures.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day of inspection.  The inspector carried out a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and four children aged four months, three years, 13 years, and 19 years old, in Churwell, a suburb of Leeds. The ground floor and first floor bathroom of the property are used for childminding purposes and there is an enclosed garden for outdoor play. The childminder attends toddler groups and playschool in the local community. There are currently two children on roll who are in the early years group and attend a variety of sessions. The childminder provides care to children between the hours of 6.30am to 6pm, Monday to Friday, except for family holidays and bank holidays. The childminder takes and collects children from local schools. She is a member of the Professional Association of Childcare and Early Years.

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must:

 implement effective procedures to ensure that information, gained from observations and assessments of children's development, informs activity planning to consistently support children's next steps in learning.

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

 maximise all opportunities for babies and younger children to be fully involved and actively engaged in their learning by utilising resources better during activities.

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who attend

The childminder knows children well. She observes children during activities and uses these observations to assess their stage of development. She observes and discusses children's starting points with parents to understand where children are in their learning. However, the childminder does not consistently use this information to plan challenging experiences for children. As a result, children's ongoing next steps in learning are less well supported. The childminder actively engages parents in their child's learning. She keeps them well informed of progress on a daily basis and regularly discusses their child's learning profiles. She includes parents in the progress check for children between the ages of two and three years and informs parents of activities and children's experiences. As a result, parents are able to repeat and extend such experiences at home.

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who attend

The childminder has a generally sound knowledge of children's learning and development and effectively interacts with older children. For example, a child lines up bottles and counts them saying 'one, two, three, four, five' as the childminder points to them. The childminder asks her to find the 'small one' and a 'bigger one'. The child correctly points to the different sized bottles, then adds another bottle and says 'seven'. The childminder sensitively asks her to count again as there are only six bottles. They count together 'one, two, three, four, five, six'. As a result, some children are learning mathematical concepts of number and addition. Younger children freely explore the toys and resources around them. They move from one area to another often enjoying playing with a range of different toys independently. However, the way in which activities are presented to babies and younger children is not always inclusive to meet their current interests. For example,

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who attend

the childminder does not always notice when children are interested in an activity and use this interest to support their development effectively. As a result, babies and younger children are not consistently involved and engaged during activities. Children have the opportunity to visit local playgroups and play sessions within the local community, this gives them the opportunity to play with other children and develop the skills they need for the future.

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who attend

The childminder provides a welcoming environment for children. Children have access to a range of developmentally appropriate toys and resources that provide interest. For example, children play with the role-play kitchen, construction blocks and shape sorters. The childminder has extended her resources since the last inspection to provide a range of toys that promote culture and diversity. She also loans resources to further promote multi- cultural awareness and diversity from her childminding network. As a result, children are developing an appropriate understanding of the world around them in relation to people and communities. Resources are presented appropriately, so that all children can be independent and self-select what they want to play with. Consequently, children are independent in making their play preferences. The children enjoy their time with the childminder and are happy in their play. Children play with the electronic railway station;

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who attend

they press the buttons and anticipate the forthcoming sounds. They hear number and letter songs and join in with the familiar phrases. Consequently, children are learning suitably about the technological world around them and learning how to operate simple equipment. The childminder sits with younger children and plays with a shape sorter. She supports them to post shapes and gives them the shape name and colour as they post them. As a result, young children are developing an awareness of space shape and measures and colour names. Older children enjoy sitting and independently reading and looking at books. They turn the pages, sit and concentrate as they explore the books. Children enjoy sitting with the childminder and sharing books. As a result, children are acquiring early literacy skills and a love of books.

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

Children access the outdoors daily and have many opportunities for exercise and fresh air. For example, children play on climbing frames, slides and small trampolines. They enjoy a game of football and have access to sand and water play. As a result, children are developing large motor skills and confidence in taking risks, such as climbing the steps to the slide. Children are encouraged to wash their hands before snacks and meals, and after using the toilet. The childminder supports younger children to wash their hands and older children independently wash their own hands. The childminder displays hand washing signs in the bathroom and in the kitchen. As a result, children are developing good personal hygiene habits from an early age. Children enjoy eating raisins and rice cakes at snack time. The childminder sits with children as they eat and initiates conversation with them. As a result, children behave well and snack time is a social event. The childminder

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

teaches children to be safe. For example, she discusses road safety with them and children make road maps. As a result, children are aware of the dangers on the road and are learning how to keep themselves safe effectively.

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

The childminder encourages children to be as independent as possible. For example, she encourages them to put on their own shoes, dress and eat independently, when this is appropriate for their age. This means children are acquiring the independence skills and the confidence they need to be ready for school. Children display excellent manners and say please and thank you without being prompted. The childminder effectively promotes good manners to the youngest children as she sensitively prompts them to say please and thank you, for example when being given a drink. As a result, children are developing good manners from an early age. The childminder is consistent with her boundaries and caring with children. Children are encouraged to share, be kind and tidy away toys. Consequently, children behave exceptionally well for their age.

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

Children settle well with the childminder due to the effective settling-in process. Children visit the childminder for short play sessions before they formally visit without parents. The settling-in process is flexible to meet the needs of children and parents. The childminder supports parents well while their child is settling-in. She provides them with information about her policies and procedures, the services she offers, registration documents and permission slips. The childminder requests lots of information about children's routines, likes and dislikes during this period. As a result, children's needs are met, they are emotionally prepared for change and they settle well. Children have formed a strong attachment to the childminder who is warm and friendly towards them.

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provision

The childminder has a sufficient understanding of the requirements of the Early Years Foundation Stage and implements this well to ensure children's safety. She has a range of policies and procedures to ensure children are safe. The childminder completes risk assessments for all areas of the home and she regularly monitors and updates these. She conducts regular emergency evacuations with children and keeps a record of these. She also displays evacuation procedures and visual instructions in the home. The childminder regularly tests her smoke alarms and regularly checks toys and equipment to ensure their safety. As a result, children are safe as the childminder minimises all risks. The childminder has an effective safeguarding policy in place, which contains contact details should she have any concerns about a child in her care. She is knowledgeable and able to give appropriate examples of possible indicators of signs of abuse or neglect and knows

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provision

what to do if she has any concerns. She keeps doors locked when in the home during the day with children and the premises are well secured and maintained. The childminder is first aid trained; she has completed a level 2 food hygiene course and a level 2 health and safety course. As a result, children are safe in her care.

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provision

The childminder provides information for parents about the care, learning and development of children, and her services. This includes policies and procedures, and regular updates about what their child has been doing during the day. Parents feel that communication is good and they get verbal daily feedback through text messages throughout the day. They are happy with the information they receive. Parents feel that their children are making progress and growing in confidence due to the support of the childminder. As a result, parent partnership is effective and parents feel supported and confident to discuss any issues with the childminder.

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provision

The childminder has secured links with local playgroups, nurseries and other childminders since her last inspection. She has also accessed advice and support from the local authority early years advisors. This ensures the childminder has a supportive network of other professionals to support the development of her provision and the educational programmes for children. The childminder's self-evaluation is suitable and she seeks the views of parents using a questionnaire. Since the last inspection, the childminder uses observations of children to assess their development. However, she does not consistently make effective use of the information, which means that children's next steps in learning are not always fully supported or monitored. As a result, the educational programme for children does not always reflect children's current interests and children do not make the best possible progress. The childminder is aware of the importance of engaging in

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provision

partnership with other agencies to ensure appropriate interventions for children who may need additional support.

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The Childcare Register

The requirements for the compulsory 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 EY390090 Local authority Leeds Inspection number 879062 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 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

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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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