Childminder in Leeds

Inspection date

Previous inspection date 18/08/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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

 Children engage in an extensive range of freely chosen experiences which enable them to explore at their own pace. The childminder uses her very good teaching skills and interacts very effectively with children to support their learning and development. Therefore, children make very good progress.  The childminder is attentive to the children's well-being. She has close, warm relationships with them. Therefore, they are happy and settled in her care.  The childminder has a good understanding of safeguarding children and gives priority to their safety. Consequently, children are well protected from harm.  Children benefit from the effective partnerships that exist between the childminder and their parents. Regular communication ensures information is shared to enhance their care and learning.  The childminder is proactive and shows a strong commitment to continuing her professional development through well-targeted areas for improvement and ongoing

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It is not yet outstanding because

 The childminder does not always maximise children's rapidly developing interest in books and understanding of how stories are structured, to further extend their early literacy skills.

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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 spoke to the childminder and the children at appropriate times throughout the inspection and observed them engaged in activities in the dedicated playroom and rear garden.

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Inspection activities

 The inspector sampled a range of the childminder's documentation, including children's learning records, evidence of the suitability of all adults in the home, the childminder's qualifications and her self-evaluation and improvement plans.  The inspector discussed the joint observation with the childminder.

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Inspection activities

 The inspector acknowledged the views of parents through a range of written documentation, including children's learning records and completed questionnaires.

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Information about the setting

The childminder was registered in 2014 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 aged five and three years in a house on the outskirts of Wetherby in West Yorkshire. The childminder uses a ground floor annexe attached to her home for childminding purposes. There is a garden for outdoor play. The family has a pet dog. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and parks on a regular basis. There are currently six children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.45pm, Monday to Thursday, except Bank Holidays and family holidays. She holds Qualified Teacher Status 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:

 provide even more opportunities for children to develop their interest in books and understanding of how stories are structured, for example, by providing books that they have made or that contain photographs of themselves.

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who attend

Children thoroughly enjoy themselves and make very good progress. This is because the childminder is a qualified and experienced practitioner who is very enthusiastic and skilled in her teaching. Her secure knowledge and understanding of how children learn and develop means that activities and experiences are imaginatively planned to capture children's interest. The childminder knows each child very well. She obtains detailed information from parents when children first start about what children already know and can do. This information is combined with the childminder's initial assessments of children to inform her knowledge of their starting points. Robust ongoing observations and assessments are completed and children's progress is effectively tracked. Learning priorities are identified and these are used to inform the planning of future activities to further extend children's learning. In addition, the childminder is aware of how to

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who attend

complete children's progress checks between the ages of two and three years. Consequently, she is able to identify any additional support a child may need. Parents are fully involved in children's learning and development. The childminder encourages parents to add their own comments about what they see their children achieve at home. In addition, the childminder provides them with information, so that they can extend their children's learning at home. This all contributes to the very good progress that children make. The childminder's positive individual attention to each child enhances their natural motivation to investigate, play and learn. She responds to their interests with enthusiasm as they play and interact with her. As a result, children confidently make full use of the toys and space the childminder has available, both indoors and in the dedicated section of her garden. Children are keen to initiate their own play ideas and join in with planned

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who attend

activities. The childminder skilfully uses each activity to support children's development across all areas of learning. For example, younger children are eager to build towers with the bricks. As children stack the bricks with the support of the childminder, she asks them about the colour. Children are able to name familiar colours and also match bricks of the same colour. Children's early mathematical skills are well supported. They are able to count by rote and are starting to understand about size and shape. This learning is fully supported by the effective interaction and questioning from the childminder.

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who attend

Children have free access to a very good range of books and often enjoy the time they spend looking at books and reading favourite stories with the childminder. However, there is scope to further enhance children's interest in books and encourage their understanding of how stories are structured to enhance early reading skills. For example, children making books that contain photographs of themselves and other people and pets important to them. Children develop an understanding about the world around them very well through interesting activities. For example, the childminder freezes familiar objects in water. Children then observe the changes and differences as it melts in the sun or in the water tray. The childminder asks questions to help children talk about what they see, which also develops their communication and language skills. Younger children begin to use more descriptive words in their communications as they copy the childminder, telling her the ice

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who attend

is cold and slippy. In addition, the childminder encourages children to talk about their interests at home and to recall past events and activities in their own words. This enhances their speaking and listening skills. The childminder's garden provides a wonderful, exciting and stimulating play area for the children. Opportunities to explore texture, nature, the effects of the wind and also challenge physical skills are very well supported. Children also have opportunities to learn about growth and changes over time as they plant flowers and vegetables in the allotment area. They help to care for the vegetables and fruit, before harvesting and tasting them. Consequently, children learn the skills they need in readiness for school or the move to the next stage in their development very well.

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

The childminder has close, warm relationships with the children. For example, children happily climb onto her knee for a cuddle as they play. She obtains useful information from parents prior to their children starting with her. This ensures she is fully aware of children's individual needs, abilities and preferences. This helps children make a smooth transition between home and the childminder's care. New children settle quickly as valuable time is taken to get to know them well during settling visits and children become familiar with their new surroundings. In addition, the childminder displays photographs of the children and labels their individual baskets with their photograph and name. As a result, children have a sense of belonging and feel they are valued in the childminder's home. The childminder also uses good strategies to help children with their move on to nursery school. For example, she ensures that they can manage their personal care skills.

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

She talks with children about school and takes them on visits and outings, developing their social skills. Children also see the school and the teachers when they go with the childminder to collect older children. Therefore, children's emotional well-being is very effectively supported.

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

The childminder creates a welcoming, homely environment for children, both inside and outdoors. The very good wide range of provision is organised so that children can access resources easily in low-level storage. Therefore, their independence is promoted, as they are encouraged to make choices and decisions. Resources are set up both inside and outdoors, which promotes learning for those children who learn better outdoors. As a result, children are very motivated to explore and actively engage in their learning. Children learn to treat each other with respect and understand each other's similarities and differences through resources, discussions and activities. Children receive clear explanations, and boundaries are set to help them learn right from wrong. Children learn to share and take turns under the childminder's guidance, which means they play together happily. Opportunities to mix with other children of similar ages also help children to

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

develop their confidence in social situations. Children learn to keep themselves safe through conversations with the childminder and through the daily routines. For example, children learn to take manageable risks, such as climbing down the step into the outdoor play area. They are supported to learn about emergency evacuation from the playroom, and road safety is promoted on outings. As a result, children develop positive attitudes to managing risks and an awareness of how to keep themselves safe.

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

Children's health and well-being are promoted very well. They enjoy freely accessible outdoor play each day and benefit from the fresh air and exercise. Snack and meal times are social and relaxed occasions, where children enjoy fresh fruit snacks and home-cooked meals together. They learn about food that is good for them through planned activities. For example, they help the childminder to grow a varied range of fruits and vegetables in the designated vegetable plot in the garden. Children are beginning to understand the importance of personal hygiene, and young children are supported to wash their hands before they eat and after using the toilet or touching the childminder's dog. More able children can independently access liquid soap and their individual towel to support their own management of their personal hygiene. Children's physical development is promoted well. For example, the childminder provides a good range of resources in the garden and

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

regularly visits parks and places of interest with the children. At these times, children are able to use more challenging apparatus to practise their larger muscle movements and build confidence in their own abilities.

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provision

The childminder has a good understanding of her legal responsibilities to implement the safeguarding and welfare requirements of the Early Years Foundation Stage. This ensures that children are safe and protected well. The childminder has up-to-date safeguarding policies and procedures in place that effectively underpin her practice. In addition, she knows what to do should she have any concerns about a child in her care. Appropriate checks on adults are carried out to safeguard children and their welfare is closely monitored. All of the required documentation is in place to protect children. Risk assessments are completed for the home, outdoors and outings that children take part in. These successfully identify dangers and the appropriate steps are taken to minimise risks to keep children safe and secure.

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provision

The childminder is a well-qualified and experienced childcare practitioner who closely monitors the educational programme to ensure that the children's needs are met. She effectively tracks children's progress to help her identify any gaps in their development, and interventions are put in place as needed. Consequently, children are supported very well and make good progress in their learning and development. The childminder continually reflects on her practice. Since registering, she has updated her self-evaluation to reflect the continual development of her practice and provision. For example, she has developed the outdoor play area to ensure that it is a stimulating environment for children to play and learn. The childminder clearly identifies her strengths and areas she wishes to develop to improve her provision. Parents' and children's views are fully considered as part of the evaluation process and are obtained through questionnaires and daily discussions.

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provision

Any ideas shared by the parents and children are acted upon. As a result, the childminder provides a high quality childcare setting that meets the needs of all families in her care. Parents very positive written comments include, 'The learning journey is fantastic and it is clear to see how you have documented progress' and 'We love the outdoor area, our child loves playing outside and you have a great play space for the children'. Consequently, the childminder demonstrates a very good capacity to continually improve.

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provision

There are very good partnerships in place with parents, and partnerships with other early years providers that children attend continue to develop. This ensures continuity of care and learning so that all children's needs are well met. Parents receive very good information about the setting through a welcome pack, the notices that are displayed, daily diaries and daily discussions. The childminder works with other providers that children have attended and is developing her links with other early years settings. She is clear about the need to share information about children's development when this becomes necessary. She discusses how this enables them to work together to enhance and promote children's learning, helping them reach their full potential.

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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 EY473244 Local authority Leeds Inspection number 955828 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection not applicable

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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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