Childminder in Leeds

Inspection date

Previous inspection date 13/08/2014 07/10/2008

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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 knows the children well. Activities are appropriate and challenging and as a result, children make good progress towards the early learning goals.  Self-evaluation and the monitoring of provision are good. This ensures that the childminder provides good quality care and learning opportunities for children. Her plans are suitably focused on strengthening practice further.  The childminder has established strong partnerships with parents. She encourages them to share what they know about their children. The childminder also keeps them fully informed about children's achievements and progress.  The childminder meets the safeguarding and welfare requirements. She conducts thorough risk assessments of the premises and any outings she takes the children on, to ensure hazards are minimised.

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It is not yet outstanding because

 There are fewer opportunities for children to enhance their growing independence at snack times and enable them to have the opportunity to prepare their own snack.  The organisation of resources presented in the home, does not always enable children to have the best opportunity to make their own choices.

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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 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 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in the market town of Wetherby on the outskirts of Leeds. The whole of the ground floor of the childminder's house is used for childminding and there is an enclosed garden for outdoor play. The childminder takes and collects children from and to local schools and visits parks, toddler groups and the local library. She has two dogs as family pets. There are currently 12 children on roll, of whom five are in the early years group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder has a BTEC National Diploma in early years and 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:

 enhance younger children's independence and ability to make independent choices, for example, by reviewing how some resources are presented, to make sure that they are more easily accessible

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

 build on opportunities for children to develop their emerging independence, for example, by providing opportunities for them to prepare their own food at snack times.

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who attend

The childminder provides an appropriate range of activities, resources and outings that effectively promote children's learning and development. Children have access to toys and resources, which include construction bricks, books, jigsaw puzzles, arts and craft materials. The childminder provides a selection of toys and resources based on children's current interests and she has a room to store additional resources. Older children can access additional resources from the store room should they wish. However, younger children cannot access additional resources and further extend their ability to make independent choices in their play. The childminder gathers detailed information about each child's background, starting points and needs when they start. For example, the childminder asks parents to complete child registration forms and they are encouraged to contribute to an initial assessment of their child's abilities. This helps the childminder to

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who attend

get to know children well, so that she can provide all the support they require. The quality of teaching is good because the childminder shows a secure understanding of how to support children's learning and development through play. For example, she effectively stands back and allows children to initiate play then take the child's lead without taking over. As a result, children are active participants in their own learning. She makes regular observations of children's achievements and uses these effectively to identify next steps for learning and meet their current needs and interests. Consequently, children make good progress in their learning, given their starting points. The childminder is aware of the need to complete the progress check for children between the ages of two and three years and to share this with parents, when the need arises. This helps the childminder to identify any gaps in children's learning, so parents are clear about the progress their children are

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who attend

making. The childminder keeps parents informed and involved in their children's learning. She talks to them everyday, so that they know about their child's day and the activities undertaken. This encourages parents to keep the childminder informed about how they support their children's learning at home. The childminder shares children's learning journal records regularly with parents to keep them informed of their child's ongoing progress.

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who attend

Children learn a range of useful skills that help to prepare them well for the next stage in their learning and their eventual move onto school. They are interested in the activities provided and motivated to learn because the childminder provides a good range of play activities to promote children's learning and development. Older children freely access a range of art and craft activities where, for example, they enjoy making reflective sun charms, bracelets and key rings. As a result, children are expressive through their independent art and design work. Younger children enjoy role play with dolls as they feed, change and walk the dolls in prams. This gives younger children the opportunity to express their experiences of family life as they mimic caring for younger siblings. The childminder uses effective teaching strategies to encourage children's communication and language development as she engages them in conversation during activities. For

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who attend

example, she speaks clearly and directly, models language and shows a clear interest in what children have to say, so that they feel encouraged to speak. The childminder is effective in supporting children's mathematical development. For example, she models the language of size, such as big, bigger, small, smallest and tiny, through creative activities. As a result, children are developing mathematical skills and learning about mathematical concepts, such as size. Children are provided with a good range of books that reflect their age groups and interests. They enjoy reading with the childminder, who effectively keeps their interest during story time. As a result, children are developing early literacy skills and a love of books. Children have good opportunities to learn about the outdoor environment and notice aspects of the natural world through many hands-on experiences. For example, children visit local parks, wildlife parks and places of interest. The childminder successfully

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who attend

extends these activities by using books and discussion to further develop children's interests. For example, she teaches the children about the life cycle of butterflies through the use of books, puppets and educational displays. As a result, children are extending their knowledge and understanding of the natural world and how things grow. The childminder effectively helps children to learn about other cultures, religions and traditions through a good range of resources and celebrations, which include Christmas, Easter and Chinese New Year.

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

The childminder effectively promotes children's personal, social and emotional development. She gathers information from parents about children's likes and dislikes and care routines to help them settle in her care. As a result, children quickly form a secure emotional attachment and they are happy in the childminder's care. Children behave well and build good relationships with each other. They are learning to share and negotiate and take turns when playing. The childminder encourages this through giving consistent praise and encouragement of children's achievements. She effectively supports children to make the transition to school. For example, she talks to children about school, takes them on visits to school and ensures that they develop most aspects of their independence, such as feeding themselves. As a result, children make a smooth transition as they are generally independent and emotionally prepared.

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

Children learn about risks and how to keep themselves safe through the childminder's effective support. For example, children participate in regular fire drills with the childminder, so that they know what to do in an emergency. The childminder has completed food hygiene training and follows careful procedures when preparing and storing food to prevent the risk of cross-contamination. Meals are provided by parents, who are encouraged to adhere to the childminder's healthy eating policy. Additional healthy snacks are prepared by the childminder, such as a variety of fruits, cheese and crackers. The childminder provides some opportunities for children to be independent and self-serve their snacks. However, there is scope to further enhance children's growing independence at snack times, for example, by enabling them to have the opportunity to prepare their own snacks. Children have access to their own cups of fresh drinking water.

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

The childminder promotes children's understanding of hygiene through effective daily routines that help them to manage their own personal care needs. Children wash their hands independently after using the toilet and before eating meals. These routines provide them with useful life skills and prepare them well for when they move through to school or other early years settings. Children have access to fresh air and exercise throughout the day. They have free access to the enclosed garden that is well resourced to promote children's physical development. Children have access to climbing frames, slides and bicycles. This ensures that children practise their physical skills well each day. In addition, children regularly go to the local park where they use larger equipment for climbing and balancing.

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provision

The childminder has a good understanding of her responsibilities in relation to the learning and development requirements. She monitors their achievements carefully to make sure that all children are making good progress in their development. In addition, the childminder successfully meets the safeguarding and welfare requirements. She implements a range of policies and procedures that are shared and discussed with parents, so they fully understand her responsibilities. This includes clear procedures about the use of mobile telephones and cameras in the setting. In addition, the childminder has completed relevant training, so she is aware of the local safeguarding policies and procedures for protecting children in her care. She provides a safe learning environment. Since the last inspection, she has implemented new procedures for carrying out risk assessments. She effectively conducts risk assessments before any outings and records

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provision

details of risk assessments for her home and garden. This promotes children's safety effectively.

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provision

The childminder keeps all of the required paperwork for childminding. It is well organised and up to date. This includes records of children's attendance, accidents and any medication administered. This contributes to protecting children's health, safety and well- being. The childminder holds a valid first-aid certificate and there is a first-aid box to hand, which enables her to deal appropriately with any minor accidents. She has established good relationships with parents, which help to meet the needs of the children. She regularly informs them about their children's achievements and development. They are able to easily access their children's learning profiles. The childminder uses a variety of methods to keep parents informed about the events of the day, such as daily chats when children are collected and communication diaries. Parents are very happy with the service, which the childminder provides. They feel that they are learning from the childminder

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provision

about their children's capabilities and comment that this enables them to do more with them at home.

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provision

The childminder's self-evaluation is good and this supports continuous improvement for the benefit of the children, who attend. The childminder reflects on what she does each week and takes effective steps to develop her practice. For instance, since the last inspection, she reviews her practice regularly and makes good use of local training courses to develop her knowledge and skills. This demonstrates the childminder's commitment to implementing further improvements.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY371756 Local authority Leeds Inspection number 821283 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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