Childminder in Leeds

Inspection date

Previous inspection date 23/07/2014 13/12/2010

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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

 Planning and assessment are robust and all children's needs are closely monitored. The childminder knows all children in his care well. As a result, activities are sharply focused and children are making good progress.  The childminder sets clear and consistent boundaries for the children and is a positive role model. Consequently, children display positive behaviour and they are confident and motivated learners.  Children's physical skills are supported very well by a good range of equipment and regular access to well-resourced and challenging activities in the garden.  The childminder has a sound understanding of safeguarding to protect children. Daily checks and suitable risk assessments help to minimise potential hazards, to keep children safe from harm.

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It is not yet good because

 The childminder has failed to maintain an up-to-date paediatric first-aid certificate.  Opportunities are occasionally missed to effectively use open-ended questions to extend children's critical thinking skills and allow them to work out information for themselves.  Opportunities to enable parents to contribute information about children's starting points are not fully utilised.

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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 viewed all areas used by children.

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Inspection activities

 The inspector observed children playing in the downstairs area and in the rear garden

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Inspection activities

 The inspector looked at children's assessment records and a range of other documents, policies and procedures.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at written feedback completed by parents and took their views into account.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife, who is also a registered childminder, one adult child and one child aged 13 years in the Beeston area of Leeds, West Yorkshire. The ground floor of the house is available to children and there is an enclosed garden for outdoor play. The childminder takes and collects children from school and they go to local groups and on regular outings. The childminder operates Monday to Friday from 7am to 6.30pm, all year round, except for Bank Holidays and family holidays. There are currently seven children on roll, two of whom are in the early years age range.

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must:

 ensure an up-to-date paediatric first-aid qualification is maintained.

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

 increase the use of open-ended questions to further support children's learning and expand and develop their thinking

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

 enhance systems to support parents to contribute even more information with regard to children's starting points, on order to fully support ongoing learning.

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who attend

The childminder has a good knowledge of how children learn and develop, and uses this to effectively promote children's learning. Regular observations and assessments are used to inform planning and identify next steps. In this way, activities are targeted at individual needs and all children are making good progress. Children's record files are effectively used to monitor progress and identify any gaps in learning. The childminder uses his knowledge of the learning and development requirements to ensure he provides a range of stimulating and challenging activities across all seven areas of learning. By using children's interests to inform planning, he ensures that they remain enthusiastic and motivated learners and that they are prepared for the next stage in their learning or for school. Children quickly engage in activities when they arrive at the setting. They become very involved in motivated and purposeful play which promotes their learning. For example,

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who attend

young children are absorbed experimenting with mark making on a white board with erasable pens. Quality of teaching is good, which can be seen when the childminder uses this as an opportunity to develop children's learning. He narrates what he sees them doing and questions them about what they have drawn. Children's language skills are supported particularly well as the childminder models the convention of turn taking in conversation and repeats words that toddlers are attempting to articulate. Children enjoy playing in the water and their mathematical skills are developed as the childminder asks them to group items by colour and talks about size. However, there is scope to extend children's thinking by more skilful use of open-ended questions. The introduction of chalks in the garden enables children to experiment with early writing and develop fine muscle control. The childminder is sensitive to individual children's needs and suggests alternative equipment

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who attend

for a child struggling to use a scooter, which is too big. In this way, the childminder uses his knowledge of the abilities of each child to ensure they are constantly engaged in their learning.

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who attend

Children benefit from a well-organised and bright environment which has been adapted to suit their needs. A good range of toys and equipment are stored in such a way that they can access resources at will and direct their own learning. There is space for children to engage in activities alone or with others and to concentrate for extended periods without being disturbed. Children's artwork is displayed on the wall, fostering their self-esteem and sense of achievement. Displays of print and number lines further support children's development of mathematical, language and literacy skills. A wide selection of books is available for children, who can be seen sharing books with the childminder or alone, thereby supporting developing literacy skills. Print and number symbols are displayed throughout the outside area and the childminder uses a number line to reinforce children's counting skills and symbol recognition. Children have the opportunity to engage with the

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who attend

natural world as they prepare to plant sunflowers and consult diagrams showing them how the plants will develop. Displays for parents about the Early Years Foundation Stage support their understanding of children's learning and encourage them to contribute to children's profiles. The childminder works hard to build positive partnerships with parents. However, information gathered from parents about their child's starting points is not as detailed so that the childminder has a more rounded picture of each child's learning needs.

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

Children settle very quickly in the warm, welcoming atmosphere created by the childminder. He works hard to build good relationships with parents, which contributes to children settling very quickly when they are first left in his care. Children are pleased to see him and seek him out for cuddles and reassurance at different points during the day. Children question where he has gone when he leaves to set up the outside area, and are interested in where he has been and what he has been doing when he returns. In this way, positive relationships are built up to support the children's emotional well-being. The childminder sets clear boundaries for the children and promotes an atmosphere of mutual respect and caring. Where children exhibit challenging behaviour, he deals with this calmly but firmly. When minor disputes or agreements occur, he supports older children to negotiate a solution and to compromise. In this way, children are very aware of

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

behavioural expectations and are confident and happy, and this contributes to a positive attitude towards learning. As a result, their emotional well-being is supported and they are prepared for the move to the next stage in their learning or for school. However, the childminder has not maintained an up-to-date paediatric first-aid certificate to assure children's welfare in the event of an accident.

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

Children's physical development is supported very well by the facilities available to them in the garden. There is a wide range of equipment to support both large and fine muscle development. Children negotiate a climbing frame, struggling to climb up to the higher level. The childminder watches attentively and warns them to be careful but allows them the time to persevere. In this way, children are developing a growing awareness of keeping safe while being able to face challenge and risk. On reaching the top, children smile delightedly and the childminder praises them for their efforts, supporting their sense of achievement and self-esteem. Children's personal, social and emotional development is further fostered as they are encouraged not to push and to take turns coming down the slide.

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

The childminder supports children to understand the basics of a healthy lifestyle. He offers them healthy snacks and meals and encourages them to drink lots of water while outside in the sun. Children are able to explain to the inspector that they must drink water because it is hot. Children are aware that they have to apply sun cream and wear hats before going outside, and the childminder periodically checks whether more cream is needed. He ensures that children maintain good hygiene procedures as he supervises them to wash their hands after using the bathroom or before meals. Gentle reminders, for example, not to run inside, or being careful not to hit other children when throwing balls, ensure they develop an appreciation of keeping themselves and others safe. The childminder uses daily routines to promote children's independence, for example, encouraging them to apply their own suncream and use the bathroom independently.

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provision

The childminder demonstrates a robust and secure knowledge of the safeguarding and welfare requirements. He is very committed to keeping children safe and promoting their welfare. The childminder has attended a safeguarding course and is aware of his responsibilities with regard to safeguarding. He knows what action he should take if he has a concern about a child in his care and also what signs and symptoms would give rise to this concern. This commitment to keeping children safe means that risks in the environment are managed very well. A daily checklist is completed before children arrive to ensure that any risks are eliminated. Children are often taken on outings, written risk assessments are carried out for each location. When taken on walks outside the home, younger children are either fastened into buggies or wrist straps are used to maintain contact with the childminder. Outings are used as an opportunity to promote road safety,

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provision

as children are escorted across pedestrian crossings. A comprehensive set of policies and procedures used by the childminder in his daily practice mean that children's safety is supported well, and the childminder has met the action from his last inspection with regard to risk assessments. However, at inspection, the childminder was unable to demonstrate he has maintained an up-to-date first-aid certificate. This is a breach of requirements of the Early Years Register and the Childcare Register.

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provision

As a result of a recommendation in his last inspection, the childminder has updated his knowledge of the Early Years Foundation Stage. His current practice illustrates that he is now effectively monitoring children's learning and is fully supporting them to make progress towards the early learning goals. The childminder has a realistic appreciation of his own strengths and weaknesses and an understanding of his areas for development. Working with his co-childminder, they identify action plans for enhancing and improving the learning experience for children. Comments from parents are sometimes used as part of the self-evaluation process. In this way, the childminder is constantly reflecting upon his provision and taking steps to improve the learning outcomes for children, and he has met the recommendation made at his last inspection.

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provision

The childminder has addressed the recommendation in the last report with regard to improving partnerships with parents. He encourages parents to become involved in children's learning at every opportunity, and record files are always available for them to access and comment upon. Written feedback from parents shows that they are very appreciative of the provision. Parents write of warm caring relationships, happy children and good exchange of information. Where parents make suggestions or comments in the book provided, the childminder addresses these and works with the parent. Efforts are made to exchange information with the school attended by children cared for before and after school, to ensure continuity of care and to support children's learning and well-being.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure a current paediatric first-aid qualification is maintained (compulsory part of the Childcare Register)  ensure a current paediatric first-aid qualification is maintained (voluntary part of the Childcare Register).

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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 EY399279 Local authority Leeds Inspection number 875133 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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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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