Childminder in Leeds

Inspection date

Previous inspection date 16/07/2014 19/10/2011

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early years provision

This inspection: 2 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 2

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This provision is good

 The childminder works closely with parents in meeting the individual needs of very young children. This helps the children to settle quickly, enabling them to form close attachments and have fun.  The childminder supports children's emotional well-being very well. She provides effective settling-in procedures, which promote children's self-esteem and a strong sense of belonging.  The childminder has a good understanding of the learning and development requirements. She provides a good balance of child-initiated and adult-led, age- appropriate activities and conducts observations and accurate assessment of children's achievements, which enables her to plan successfully for their future learning.  The childminder has sound procedures in place to promote the safety of the children in her care. She regularly checks for potential areas of risk within her home and during outings, to ensure children's welfare is maintained.

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It is not yet outstanding because

 Parent's views are not always effectively collated to enable the childminder to fully evaluate the service she provides or to assist in shaping future improvements.

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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 children's play and the childminder's interaction with them.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, training certificates, risk assessments, policies and procedures and self-evaluation documentation.  The inspector looked at learning journals and assessment records.

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Inspection activities

 The inspector took account of parent's written notes and thank-you cards from parents and children.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in a house in the Robin Hood area of Wakefield. The ground floor is used for childminding purposes and there is an enclosed secure garden for outdoor play. The childminder attends a childminding playgroup at the local children's centre. She visits the shops and is a regular visitor at school assembly at a nearby primary school. She collects children from the local schools, pre-schools and nurseries. There are currently 14 children on roll, one of whom is in the early years age group, and attends for a variety of sessions. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder has a relevant qualification at level 4. She 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:

 seek the views of parents as part of the self-evaluation process, in order to establish a comprehensive overview of the quality of the provision and to drive improvement.

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who attend

The childminder's practice is built on a good understanding of how children learn and develop. She has high expectations of all children based on her knowledge of what they can do on entry to the provision and what they can achieve. The childminder plans a broad range of activities based on topics, such as that of the seaside. This thematic planning takes account of individual children's interests, but also corresponds to that of a local nursery school that children also attend, which provides opportunities to extend and consolidate their learning further. Planning overall ensures coverage of the seven areas of learning and provides a range of interesting experiences that are differentiated to meet the needs of all children. The quality of teaching is good and there is a balance of child- initiated and adult-led activities. Consequently, children make good progress in relation to their starting points.

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who attend

Language development of young children is fostered by the childminder's rich dialogue as she comments on what she and the children are doing. She watches and sensitively listens to children, carefully observing and skilfully commenting on aspects of their play in order to reshape tasks, enhance and improve learning. For example, as young children play with wooden building blocks, she comments, 'you like playing with bricks' and asks 'can you find the red one?' She maintains this constant verbal commentary interspaced with singing to background nursery-rhyming songs. The childminder models the stacking of the blocks as the children empty the blocks from their container and simultaneously join in with the nursery rhymes. This activity not only aids hand-eye coordination and colour recognition, but is also is an effective way of supporting language development and turn-taking skills.

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who attend

Positive relationships with parents help the childminder to fully understand and provide for children's learning and developmental needs. Parents contribute to initial assessments of children's starting points, completing all-about-me documentation. The childminder continually observes children at play. Significant achievements are recorded in their learning journals and their progress is appropriately monitored. This system, along with the progress check for children between the ages of two and three years, allows the childminder to quickly identify any gaps in children's learning and to see appropriate intervention, if necessary. The childminder engages well with parents. Diaries recording children's everyday routines are shared and exchanged daily, and parents are encouraged to read and contribute to their child's learning journal. This ensures everyone has a clear picture of children's overall development and successfully includes parents in their child's

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

Children form secure bonds and strong attachments with the childminder. The affectionate care given by the childminder enables children to develop a sense of belonging and trust. Consequently, children enjoy a warm and caring relationship and are happy, settled and content in the childminder's care. This is due to effective settling-in procedures and good use of information gathered from parents about children's starting points and individual routines. Young children are encouraged to bring comforters from home, this promotes feeling of security with the childminder and helps children to settle quickly. Young children also get to meet and play with other children from different settings, as the childminder attends toddler groups and the childminding group at the children's centre. This promotes personal, social and emotional development, as children learn to play alongside others and make friends. Furthermore, children gain confidence in situations away for the

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

childminder's home. For example, she regularly attends school assemblies. This provides appropriate support to prepare children emotionally for their next stage in learning because they become familiar with the school environment and routines. Children learn to manage their own behaviour very well because the childminder acts as a good role model and treats them with warmth and consideration. As a consequence, older children show the same caring attitudes towards their younger peers.

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

Children are cared for in a warm and welcoming home, where space is organised effectively to create a safe, child-friendly environment. Play resources are age appropriate, of good quality and are easily accessible. Children move around freely and make choices about their play. This promotes confidence and independence in even the youngest of children. They learn from an early age of the need to tidy up, so that the floor remains clutter free to minimise the risk of trips and falls. The childminder teaches children about keeping safe in everyday contexts. For example, she reminds them of hazards in the kitchen and whilst on walks within the local community she helps them to learn about, and reinforces their understanding of road safety. The childminder follows good health and hygiene practices, which minimises the risk of cross infection. For example, the childminder shares her sick-child policy with parents to prevent the spread of unnecessary

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

illness. The childminder has a first-aid qualification and effective procedures and documentation are in place to records accidents and the administration of medication. Children learn about the importance of adopting a healthy lifestyle as the childminder supports them to make healthy choices at mealtimes and encourages them to learn and play outside in the fresh air each day.

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

The childminder has a clear understanding of how to support children with special educational needs and/or disabilities. For example, she has completed an introduction to Makaton course, to assist children with communication difficulties. She is also aware of the importance of working in partnership with parents and other professionals to ensure that any specific needs are quickly identified and addressed.

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provision

The childminder displays a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has attended relevant child protection training and understands her responsibilities and the procedures to follow if she had any concerns. Her written safeguarding policy includes information about the safe use of mobile phones and cameras. This protects children from the misuse of these items when they are in her care. All policies and procedures are shared with parents. Children's safety is given high priority with the childminder conducting effective risk assessments and continual visual checks on the premises and in the wider environment. Regular fire drills are carried out and the childminder checks that her premises remain secure. Accordingly, the childminder's home is safe and soundly maintained to protect children's welfare.

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provision

Effective monitoring of the educational programmes and accurate assessment of children's development ensures that children's overall progress is successfully promoted. The childminder has a secure understanding of the areas of learning and how children learn. She conducts regular observations of children's achievements for inclusion in their individual learning journal records. She uses these, together with regular profile assessments, to monitor that children's development is age appropriate, thereby tracking their good progress towards the early learning goals.

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provision

Partnership with parents is firmly embedded. Parents speak positively about the childminder's approachable, flexible nature and how their children thrive in her care. They remark on how safe and well cared for their children feel note how their children are always very happy and sociable, due to the opportunities provided to meet lots of people. The childminder involves parents in their child's learning through the sharing of information and by finding out about their achievements at home. This effectively maintains continuity in care practices between the childminder and the home and enables parents to successfully guide their children's learning.

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provision

The childminder demonstrates a commitment to professional development and has attended numerous training courses to develop her skills. She has, for example, worked hard to attain the Cache Level 3 Diploma and a subsequent level 4 teaching assistant qualification, both of which have helped to consolidate her knowledge and understanding of child development. The childminder has a good capacity to maintain continuous improvement. She completes self-evaluation of her practice and provision. However, as yet this does not effectively incorporate the views of parents, to assist in the identification of priorities to enhance her practice and provision even further.

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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 EY363566 Local authority Leeds Inspection number 878490 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 14

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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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