Childminder in Leeds

Inspection date

Previous inspection date 16/07/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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

 Teaching is good. The childminder has a good understanding of how children learn. She works very closely with parents from the start, to effectively assess children's starting points and support their ongoing learning. As a result, children make good progress in their learning and development.  The childminder has a good knowledge and understanding of the safeguarding and welfare requirements. Consequently, children remain very safe in her care.  Effective partnership with parents and others results in a constant exchange of information, supporting the promotion of children's individual learning and care.  Children are very happy and settled in this very homely and welcoming environment. They have good attachments to the childminder who is very caring and attentive to their needs. This enables children to explore the surroundings with confidence as their emotional well-being is well supported.

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It is not yet outstanding because

 Children have fewer opportunities to see and understand that print conveys meaning.  Children have fewer opportunities to explore nature and the natural world, as there are not always plenty of resources available to fully extend this understanding.

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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.

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Inspection activities

 The inspector looked at a range of documentation, including evidence of the childminder's qualification, Disclosure and Barring Service checks of the childminder and members of the household, a selection of policies and procedures, and children's learning records.

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Inspection activities

 The inspector observed children playing, with a range of toys and resources, in the home and outside in the garden.  The inspector spoke to the childminder and the children throughout the inspection.

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Inspection activities

 The inspector had a tour of the home, including the lounge, dining kitchen, conservatory, downstairs toilet and rear garden.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children, aged eight and seven years, in a house in the Roundhay area of Leeds, West Yorkshire. The whole of the ground floor and the rear garden are used for childminding. The family has a cat as a pet. The childminder attends toddler groups 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 seven children on roll, of whom two are in the early years age group and attend for a variety of sessions. The childminder operates from 8am to 6pm, Monday to Friday, term time only. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 build on children's awareness that print carries meaning and that it can be used to relay information. For example, by displaying words and pictures around the home

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

 source additional resources to complement the activities planned to help children explore nature, for example, by providing more natural resources, such as wood, pebbles, pine cones and plant to grow, to see how things change and feel.

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who attend

The childminder promotes children's learning in a positive way, ensuring they receive a good quality of teaching. Children are effectively supported, in their learning and development, and are making good progress overall. This is because the childminder has a good understanding of child development and implements effective teaching skills in her practice. The childminder understands the importance of gathering detailed information from parents, about their children's stage of development, their interests and abilities, when they first begin. She then plans play flexibly to support children in their development. Good observations and assessments are undertaken, providing the childminder with a clear focus on how to support each child in their next steps of learning. These are supported by photographs of children completing a good range of activities. The childminder has built up strong partnership with parents and other carers. She spends

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who attend

time at the beginning and end of the day, discussing their children's achievement and care needs with parents. The childminder shares future planning and children's learning records with everyone involved with the care and learning of the children. The childminder talks to children constantly with good relevant questions and information. For example, she sits with the children showing them how to play the game French boulles. The childminder shows the children how to play the game and asks them to choose a colour. She goes through the colours available and the older children choose red. As the children roll the balls along the ground, they express how they have thrown the ball further this time. This activity helps children to develop their understanding of distance, recognition of colours and taking turns. The childminder gives lots of praise, boosting their self-esteem as well as promoting early communication and language, as she talks about

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who attend

how to play the game. Older children are keen to show how they can write their name and begin to recognise some of the letters. Younger children read books showing the picture of the cat. However, as the children complete these activities they occasionally struggle to recognise letters and the pictures in the book. This area of learning could be enhanced on through more labelling around the home and complemented with pictures. Children have free access to the well-resourced garden, while out there they investigate areas of the garden. They look at the flowers and play with the toys, crawling through the tunnel. Children show a lot of interest in the natural resources in the garden, and also when on outings and walks in the local area. For example, collecting leaves to make pictures with. However, there is scope to extend additional resources to complement the activities planned to help children explore nature and the world around them. All children have good

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who attend

opportunities to develop their imagination skills. For example, children plan a tea party they get the toy food, offering it to their friends and peers. The childminder encourages children to think about having parties and dressing up. This prompts the older children to show the fancy dress they are wearing to their leaving party at nursery. Children are keen to put the dress on independently and parade around, naming the character they are dressed as. The childminder gives lots of praise to the children and talks about the story the character is from. The childminder encourages children to look at the good selection of books, in addition to the ones that children have brought from home. The children sit and recite the nursery rhymes from the book, giving clear explanations as to what it is about. For example, the children talk to the visitor about 'Humpty Dumpty' and show him falling off the wall. This promotes children's literacy and communication skills along with their

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who attend

social development. Children have lots of fun as they choose from the good selection of toys and resources easily accessible to them.

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who attend

The childminder works successfully with teachers at the local school and nursery that children attend. Regular visits to toddler groups provide young children with the opportunity to mix with others and develop good interpersonal skills. They develop their listening skills and gain confidence in speaking out as they take part in group activities. These opportunities help them develop key skills for their future learning.

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

The childminder provides a warm, homely environment, which helps children to feel relaxed and emotionally secure. Children form strong bonds with the childminder and, therefore, are happy and content in her care. The childminder responds well to children's emotional needs, which helps them to separate from their parents confidently. The childminder recognises when the children need reassurance and comfort, and children happily approach her for cuddles and hugs when required. Detailed information is gathered from parents, about their children's welfare needs and routines, before they start, as they complete detailed forms. Settling-in arrangements are very much tailored to individual children's requirements. For example, if parents wish the childminder to visit their home she is willing to complete this. This helps to ensure a happy, smooth move between home and her care. The childminder provides parents with lots of reassurance

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

Children have an increasing understanding of how to keep themselves safe due to the childminder's consistent guidance. For example, they regularly practise fire drills and learn about road safety. The childminder teaches them the importance of leading healthy lifestyles and self-help skills. For example, children know to wash their hands before eating and after playing outside. The childminder displays posters as a gentle reminder to children as to why we always wash our hands after visiting the toilet. Healthy meals and snacks, such as fruit, fish and vegetables are nutritious and enjoyed by the older children. Children bring healthy packed lunches and snacks provided by their parents. The childminder ensures that children have regular opportunities to enjoy fresh air and exercise. They develop good physical skills as they visit parks, community groups and enjoy regular walks. Children enjoy lots of daily opportunities to play in the garden with

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

the good choice of toys. For example, they bounce on the small trampoline, play on the swing and play with a wide range of outdoor ball games.

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

The childminder teaches children about acceptable behaviour, supporting them in learning how to share and take turns. She displays house rules for older children, to ensure they learn to respect each other. The childminder takes children on outings and to a wide variety of groups. This teaches children how to adapt their behaviour to different social situations. The childminder gives them lots of praise and encouragement. This builds children's self-esteem and confidence, preparing them well emotionally for the move to nursery and school.

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provision

The childminder has a very good understanding of her responsibilities in meeting the safeguarding and welfare requirements for the Early Years Foundation Stage. She accesses safeguarding training, which means she has a secure understanding of child protection issues. She is fully aware of the possible signs of abuse and neglect, and her responsibilities in monitoring and reporting concerns to appropriate agencies. This contributes to her safeguarding and protecting children from harm. In addition, all adults living on the premises complete relevant Disclosure and Barring Service checks to ensure they are suitable to have contact with children. This contributes to keeping children safe. The childminder provides a safe and clean learning environment for children to play in. She manages this successfully because she supervises children's play, completes thorough risk assessments and carries out daily safety checks. Therefore, she puts in place good

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provision

safety precautions to minimise the risk of accidents. The childminder maintains and implements a wide range of policies and procedures. These contribute to her having a good understanding of her responsibilities in promoting and safeguarding children's welfare. For example, her policies clearly outline how she handles concerns, deals with accidents and illness.

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provision

The childminder's commitment to improving her service and provision for children is good. Through seeking support from her local authority, self-evaluation and quality improvement plans, she has a good understanding of her strengths and areas to improve. The childminder effectively monitors children's progress and her planning, to ensure she provides a good range of activities across all areas of learning. She makes good use of ongoing training to improve her personal effectiveness. For example, she is in the process of completing an on-line safeguarding course. This positive approach, to keeping up to date through training, contributes to promoting her professional development.

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provision

The childminder has very good relationships with parents. Through sharing children's learning records and daily feedback, she keeps them informed about their children's day and progress. In addition, through her policy file, she ensures parents are aware of the service provided for children. This information sharing contributes to promoting continuity in children's care. Parents also return questionnaires, expressing how happy they are with the care, learning and especially their children's safety while they are in her care.

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provision

The childminder has a good understanding of working with other settings involved in children's learning, such as school and other childcare settings. In addition, she knows how important it is to work in partnership with other professionals or external agencies.

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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 EY471835 Local authority Leeds Inspection number 954837 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection not applicable

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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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