Childminder in Leeds

Inspection date

Previous inspection date 23/07/2014 29/04/2009

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

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This provision requires improvement

 The childminder uses regular observations and assessment to clearly identify children's development and next steps. As a result, she provides activities, which support children to make good progress towards the next stage in their learning.  Children's problem solving skills are supported well by the use of open-ended questions, used by the childminder to expand and develop their thinking.  Children are emotionally secure as the childminder forms appropriate bonds and attachments with them. Consequently, they are confident and competent learners who are not afraid to experiment and take risks.  The childminder has a wide range of good quality toys and resources. These are stored to make them accessible to children, thereby supporting children's growing independence and their ability to direct their own learning.  The childminder demonstrates a sound understanding of safeguarding policies and procedures and understands how to report any concerns about children in her care.

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It is not yet good because

 The childminder has failed to maintain an up-to-date first-aid qualification.  The childminder does not always gather indepth information from parents to ascertain children's starting points to further support their learning.

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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.  The inspector observed the childminder playing and interacting with the children.  The inspector spoke to the childminder and children throughout the inspection.

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Inspection activities

 The inspector took account of children's assessment records and planning documentation.

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Inspection activities

 The inspector looked at a sample of records and policies relating to children's welfare, health and safety.  The inspector spoke to parents and took their views into account.

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Information about the setting

The childminder was registered in 2005 and works with her husband who is also a registered childminder. They live with their two children aged 16 and 13 in Beeston, a suburb of Leeds. The ground floor of the property is used for childminding purposes and there is an enclosed garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She operates from Monday to Friday from 7am to 6.30pm all year round, except bank holidays and family holidays. The childminder has seven children on roll, three of whom are in the early years age group. The childminder takes and collects children from school. She takes children to local groups and on outings to the local area and further afield.

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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:

 strengthen the partnership with parents by obtaining even more comprehensive information about children's stage of development at the point at which they join the provision.

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who attend

The childminder has a good knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. She uses regular observations to assess children's progress and plan for the next steps in their learning, as a consequence, they are making good progress. Learning journals are used to record in detail children's development and to identify any gaps in learning. In this way, support is swiftly and precisely targeted to improve progress and close the gaps. Parents are invited to contribute to planning for children's learning and are encouraged to access children's files on a regular basis. However, the childminder does not gather indepth information from parents when children first start with her in order to further enrich the planning process. The childminder uses her knowledge of the children to ensure they are offered activities which are linked to their stages of development and which challenge and

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who attend

motivate them. As a result, children are enthusiastic and engaged learners, well prepared for school or the next stage in their learning. The childminder plans a range of activities to cover all seven areas of learning. Children develop their imaginations as they 'telephone' parents to explain what activities they are involved in and to relate that they are going to play outside. The childminder supports them to play cooperatively together, as they build a train track and she sensitively prompts them to work out how the pieces fit together. In this way, children are encouraged to problem solve and become persistent and resilient learners. Communication and language development is enhanced with a good selection of books; children share stories with the childminder and smile with delight at repeated refrains. They enjoy exploring the properties of wet and dry sand and experimenting with making sandcastles,

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who attend

while the childminder makes good use of open-ended questions to extend their critical thinking and problem solving skills. Emergent writing is supported with the use of coloured chalks in the garden, where children practice forming letters of their name and sounding them out phonetically. Children increase their knowledge of the natural world by growing sunflowers in the garden, comparing progress with pictures of the stages of development of the plant. Numeracy and literacy is also promoted in the garden, with print and number lines displayed for children to refer to. They develop mathematical skills by counting down to start times as they race each other and the childminder across the garden.

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who attend

Resources are stored at a low level and are organised so that the children can freely select from a wide range of good quality equipment and toys, this promotes their independence and ability to direct their own learning. The environment is clean, bright and well organised with sufficient space for children to become absorbed in their activities, thereby, developing their concentration skills. Number lines and displays on the walls support children's growing awareness of mathematical concepts. Self-esteem is fostered by their art work displayed on the wall and they proudly point out their creations to the inspector.

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

The childminder provides a warm, welcoming and stimulating environment, in which children are happy and settled. She builds strong partnerships with parents. As a consequence, children settle quickly when joining her care and their ongoing emotional needs are met well. She builds positive and close relationships with the children who obviously enjoy her company and feel supported and confident. The childminder is sensitive and caring and the children form strong emotional attachments with her. As a result, their emotional well-being is fostered very well and they are prepared for moving on to school. The environment is very safe as the childminder has a strong commitment to promoting children's well-being. 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. Children are supported in a growing understanding of how to keep themselves safe and

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

healthy, as the childminder explains to them why they need to apply sun cream and cannot stay out in the sun for a long time. Children explain to the inspector that they need to drink water because it is sunny, showing their awareness of keeping healthy and health issues.

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

Children's physical health is promoted very well by regular access to the garden, where they benefit from fresh air and exercise. They enjoy developing their physical skills as they attempt to climb up a slide and wave their hand delightedly when they reach the top. They are able to challenge their skills and take risks as they negotiate a climbing frame. The childminder closely supervises this activity and issues warnings to be careful, but allows them to test their abilities and work out solutions for themselves.

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

Children behave very well while in the childminder's care. She models positive behaviour to them and is clear about her expectations and the rules and routines. Children are encouraged to display good manners and need very little prompting to do this. Conflict and disputes are quickly resolved, as the childminder supports children to negotiate, compromise and begin to appreciate the feelings of others. As children are aware of what is expected of them they are confident and secure. They are offered a range of healthy meals and snacks and are encouraged to be independent in meeting their self-care needs, for example, helping themselves to drinks as and when they require them and applying their own sun cream. In this way they are becoming competent and confident individuals with a positive attitude. Children's awareness of hygiene is promoted by the childminder, who reminds them to wash their hands after visiting the bathroom or before meals.

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provision

The childminder has a sound understanding of safeguarding and welfare requirements. She has a good knowledge of the procedures she should follow if she has a concern about a child in her care and is aware of the signs and symptoms which would cause her concern. She has a commitment to keeping children safe and has put in place systems to prevent harm and minimise risk. Daily checks of the environment are carried out and recorded and equipment is used in the home and on outings to ensure children are protected well. For example, children wear wrist straps while out for a walk, a guard is placed around the fire place and stair gates are used as appropriate.

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provision

A sound knowledge of the learning and development requirements enables the childminder to support children's development well. She maintains comprehensive records of children's progress and uses these to good effect to monitor their learning and identify any children who need extra support or intervention. A good understanding of how children learn and develop enables her to provide a range of challenging and stimulating activities, which maintain children's interest and engagement. Her practice is supported by a comprehensive range of policies and procedures, which ensure the educational and care needs of the children are met. However, at inspection the childminder was unable to demonstrate she has maintained an up-to-date paediatric first-aid certificate. This is a breach of requirements of the Early Years Register and the Childcare Register. Since the last inspection she has improved observation, assessment and planning and as a result,

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provision

children's learning and development is now fully supported. Additionally, she has taken action to safeguard and promote children's welfare and this is now a strong feature of her practice.

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provision

The childminder has a good appreciation of her strengths and areas for development and is constantly reflecting on her practice. She uses an informal network of fellow childminders and her co-minder to support her in developing action plans. She demonstrates a clear understanding of the importance of working in partnership with parents and has worked hard to build positive relationships with them. Parents are very complimentary about her service and particularly appreciative of her warm, caring nature and the information she regularly shares with them. The childminder shares information with teachers of children who attend her provision before and after school and is careful to ensure that there is a good exchange of information in order to promote the children's well-being and learning.

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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 that a current paediatric first aid qualification is maintained (compulsory part of the Childcare Register)  ensure that 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 EY302493 Local authority Leeds Inspection number 901790 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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