Wilson, Samantha Jayne

Inspection date

Previous inspection date 09/07/2014 18/01/2010

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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

 Children are happy and settled in the childminder's care and develop close and trusting relationships with her.  Children are cared for in a safe and secure environment, which means they are well protected and kept free from harm.  Children enjoy their time with the childminder because she provides a range of activities that occupy and engage them.

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It is not yet good because

 The assessment of children and planning of activities are not consistent in depth or breadth to build on children's interests and identify the next steps in their development, to ensure that they make good progress across all seven areas of learning.  Partnerships with other early years settings children also attend are not sufficiently well established, to fully support their moves and continuity of experiences across provisions.  The childminder has failed to inform Ofsted of a change to her family circumstances and has not keep a record of all injuries children have sustained in her care.  The childminder's self-evaluation does not clearly demonstrate how she intends to make improvements and set targets for the future, to support long-term achievements and outcomes for all children.

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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 had a tour of the premises and observed children in the downstairs rooms of the house.

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Inspection activities

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

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Inspection activities

 The inspector looked at a selection of policies and children's records, and verified suitability checks.

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Inspection activities

 The inspector made observations of and discussed the outcome of a planned activity with the childminder.

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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. She lives with her husband and four children aged 13, nine, five and two years in Kippax on the outskirts of Leeds, West Yorkshire. The whole ground floor of the childminder's home, the bathroom and a bedroom on the first floor and the rear garden are used for childminding. The family has a pet cat. The childminder regularly attends activities at the local toddler group and takes children to and collects them from the local schools and nurseries. There are currently 12 children on roll, six of whom are in the early years age group. They attend for a variety of sessions. The childminder operates Monday to Friday all year round from 7am to 6pm, except for Bank Holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 ensure effective use is made of ongoing observation and assessment of each child's progress against all areas of learning, taking account of their starting points, age and stage of development, and use this information to identify and plan for the next steps in their learning

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must:

 ensure Ofsted is provided with up-to-date information about household members.

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

 implement effective plans for self-evaluation to inform priorities and set challenging targets for improvement

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

 promote the ongoing sharing of information with providers of other early years settings children also attend, to consistently support their moves and continuity of experiences across all provisions.

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who attend

The childminder has an adequate knowledge of the seven areas of learning and provides a welcoming environment with a variety of toys and resources. These are easily accessible to children and arouse their interest. For example, a very young child explores the contents of toy boxes on the floor. The childminder makes observation and assessments of children's learning and development. However, these are not covered in sufficient depth and breadth. This means the childminder does not have a clear understanding of the stage children are at in their learning or what their next steps should be. As a result, she cannot successfully plan experiences and activities that fully extend children's individual development to ensure they continually make the best progress they can. This means they are not as well prepared for their move to school as they could be when the time comes.

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who attend

The childminder successfully supports children's development in communication and language. For example, as a very young child babbles, she listens and picks up on sounds that the child repeats, acknowledging that they are attempting to say familiar words they have heard. This successfully helps children to learn about conversation. The childminder keeps parents suitably informed of the activities children are involved in while in her care. For example, she shares children's learning records with them, which include photographs of activities and a description of what the child is doing. She occasionally asks parents to tell her what activities children have been involved in at home, which means she has some understanding of their interests outside her care. However, she does not use this information to help plan for the next steps in their learning.

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who attend

The childminder understands that very young children learn to make sense of their world through tactile experiences, and provides opportunities for them to engage in activities that support this. She interacts successfully with them as they do so. For example, she provides a tray of coloured, dried rice and gives children time to explore this for themselves. She joins in to support children's learning by showing them how to scoop the rice up and let it fall from her fingers. A child quickly picks up on this and is keen to copy the childminder's actions. The childminder provides small bowls and spoons as part of the activity and shows children how to transfer the rice to the bowl with a spoon. This helps very young children learn how to gain control of their small muscles and start developing the skills they need to feed themselves at mealtimes, in an enjoyable way. As a result, children maintain their interest and concentration and show they are starting to become

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who attend

active learners. For example, one child shows surprise at the noise they make when the spoon hits the tray. The childminder helps the child understand the connection they have discovered by showing the child how to bang an upturned container with a spoon and explaining it is like a drum. The child is happy to copy and to have a go independently. The childminder responds with praise that acknowledges that the child is, 'making music too'. This reaffirms the child's learning.

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

The childminder develops close relationships with children because she finds out about their individual needs through discussion with their parents. For example, she knows one child likes to be snuggled in a blanket when going to sleep and makes sure this routine is followed. As a result, the child feels secure, settles quickly for a nap and wakes refreshed and ready to play again. Children learn to behave well because the childminder recognises their efforts and achievements with praise, which means they feel good about themselves, and this raises their self-esteem. For example, as a very young child successfully scoops up rice in their hands the childminder responds with praise. The childminder encourages children to use good manners from an early age, which means they learn to be respectful. For instance, as she gives a very young child a spoon, she encourages the child to say 'Ta' in response.

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

The childminder provides effective support and guidance to help children develop an understanding of personal hygiene and independence in their self-care skills. For example, she explains to a very young child that she is changing her nappy to make her clean and comfortable again. Older children become confident in going up to the bathroom on their own because they know the childminder is within calling distance, should they need help with tasks, such as turning on the tap, so they can wash hands. To further support children in learning to manage their toileting needs, the childminder has identified that she needs to make sure that parents provide spare clothes for their children and that she also has spare items herself, in case they wet or soil themselves. This means they can be changed promptly, to maintain their comfort and dignity. The childminder provides opportunities for children to take part in activities at local toddler groups. This means they

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

can interact with other adults and children beyond their normal care environment, which means they develop their social skills and learn to work as part of a larger group. This helps to prepare them for similar experiences they will encounter at school. The childminder has links with other early years settings children also attend; however, these are not yet fully developed. This means information about children's care and learning as they move between settings is not shared as well as it could be, to fully promote a cohesive approach to supporting their learning and emotional well-being.

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

The childminder successfully teaches children to follow safe practices, so they learn to manage risks to themselves and to others. For example, she sensitively explains to an older child that the rear wheels of a sit-and-ride toy are wider than the front ones, and they need to remember this so they do not accidently run over the toes of other children. The childminder provides daily opportunities for children to play outdoors. This means they benefit from fresh air and have freedom to move around on a larger scale. For example, they use wheeled toys and a slide in the garden, and run around on nearby tennis courts, which helps them develop coordination and control of their bodies. They also regularly go for walks in the local area, which contributes to promoting their good health. Children develop their understanding of the importance of adopting a healthy lifestyle further by learning to eat healthy choices. The childminder operates a healthy

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

eating policy and encourages parents to follow this. Most parents send food from home for their child, and the childminder supplements these main meals with healthy snacks of fruit. She offers a cooked evening meal should parents require this. Children have plenty to drink throughout the day to ensure they are hydrated.

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provision

The childminder provides a safe and secure environment for children to play and learn in because she takes effective action to minimise any hazards. For example, doors are kept locked and safety gates closed, which prevents children accessing areas, such as the stairs, unsupervised. Clear policies, including a safeguarding policy, are in place and reflect how the childminder manages her service. The childminder understands her safeguarding duty and is able to recognise the possible signs of abuse or neglect. She knows to whom she should refer any concerns about a child's welfare. The inspection was prioritised following concerns being raised about children's safety potentially being at risk due to a lack of supervision, managing behaviour, not attending to children's individual needs, accidents not being recorded and not informing Ofsted of a significant event. The inspection found that children are supervised effectively and that their individual needs are

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provision

known by the childminder and are met appropriately. It was found that on two occasions a child was bitten by another child and scratched on one occasion. The childminder put appropriate strategies in place to help the child understand why the behaviour was not appropriate. She informed the parent of the child who was bitten of the incidents verbally, however, she did not make a written record of the injuries the child sustained. This is a breach of the welfare requirements. The childminder accepts that she should have recorded the injuries. However, the impact on children, as a result of her failure to do so, is minimal, and therefore, no further action is being taken. In addition, it was also found that the childminder did not notify Ofsted of a change to her circumstances. This relates to the birth of her youngest child. This is also a breach of the welfare requirements. The impact again on children is minimal as the childminder adjusted the number of places she

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provision

can offer accordingly when her child was born.

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provision

The childminder has recently attended training in health and safety and food hygiene, which shows she has some commitment to furthering her professional development. She makes some observations of children's learning. However, she does not use this information consistently to precisely track children's progress in all areas of learning. Consequently, she is unable to identify whether or not children are reaching the expected levels in their development and where there may be gaps in their learning. This means children are not supported and challenged sufficiently well with making the best possible progress, in order to reach their full potential. The childminder has partly addressed the action and recommendations for improvement raised at her last inspection. For example, the evacuation procedure for the home is now practised on a regular basis with children, which helps them to understand what they need to do in a fire or an emergency.

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provision

However, the childminder has not continued to carry out rigorous and effective evaluations of her service. This means she does not have an up-to-date assessment of her strengths and areas for improvement. As a result, she is unable to accurately set challenging targets for future development in order to enhance the outcomes for children's care, learning and development.

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provision

The childminder has positive partnerships with parents. They receive copies of her policies and procedures, including the one for behaviour management, so they have these for their reference. They are asked to sign to acknowledge that they accept and understand them. A range of information is displayed in the entrance hall for parents. This includes the childminder's public liability insurance document and her first-aid certificate. This reassures parents that the childminder has received appropriate training to deal with accidents. Contracts are provided that clearly set out the business arrangements and parents are suitably informed of their child's day through discussion on collection.

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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 EY385938 Local authority Leeds Inspection number 980937 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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