Childminder in LeedsOfsted inspection, 18 Aug 2014

Inspection date

Previous inspection date 18/08/2014 29/04/2009

p.1

early years provision

This inspection: 2 Previous inspection: 2 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

p.1

This provision is good

 The childminder provides children with a broad range of enjoyable activities that capture their interest. Consequently, children are motivated to learn and, as a result, make good progress in their learning and development.  The childminder has a caring and welcoming manner, which means children settle well and quickly feel part of the setting. As a result, they feel safe and are confident in being away from their parents.  Parents are involved in their children's learning and are kept well informed of their on- going achievements. This consistent approach makes a strong contribution to children's care, learning and development.  The childminder safeguards children well in her home because she has a thorough knowledge and understanding of her role and responsibility in keeping children safe from harm.

p.1

It is not yet outstanding because

 The childminder does not maximise the use of resources, such as puppets and other props, to support story and singing times, to enhance children's already good attention and listening skills.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke with the childminder at appropriate times during the inspection.

p.2

Inspection activities

 The inspector looked at children's learning journals and a selection of policies and procedures.

p.2

Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications along with arrangements for self-evaluation and improvement.

p.2

Information about the setting

The childminder was registered in 1983 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in the Morley area of Leeds who is also her assistant. The property is close to local schools, shops and other amenities. The whole of the ground floor and one bedroom is used for childminding. There is an enclosed garden, which is available for outdoor play. She collects children from the local schools. There are currently 10 children on roll, seven of whom are in the early years age range and attend for a variety of sessions. The childminding provision operates all year round from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of Professional Association for Childcare and Early Years.

p.3

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

 enhance the use of puppets and props to support and encourage children's listening and attention skills when reading familiar stories and singing familiar songs and rhymes.

p.3

who attend

The childminder has a good knowledge of child development and fully understands how children learn. There is a good balance between adult-led and child-initiated activities. Children's interests are recognised and considered in the planning process. For example, the childminder supports children's interest in dens and pirates by helping them to put up tents in the garden. This means that children's individual interests are well met. The childminder regularly completes well-written observations on children, which are entered into their profiles. Next steps in learning are clearly identified and used to plan activities, which extend children's learning further. For example, children enjoy playing with the different three-dimensional shapes, fitting them into different holes. To extend their knowledge of shape further the childminder effectively introduces the children to the shape names. Consequently, teaching is good. She ensures that children are making

p.3

who attend

progress by regularly completing tracking sheets, which link to the ages and stages of development. Through these strategies, any gaps in learning are quickly identified and supported. The childminder make good use of the progress check completed for children between the ages of two and three years to plan for the next steps in children's learning. Children who speak English as an additional language are supported well. This is because the childminder uses dual-language books, key words and phrases in the children's home language. This means that all children's needs are effectively met. Overall, children are making good progress in the care of the childminder and are developing the skills they need for their future learning and the eventual move on to school.

p.3

who attend

Consistent communication and close interaction from the childminder during all of the activities, support children's language development successfully. The childminder asks questions, maintains good eye contact with children and uses repetition to aid younger children's understanding during activities. The childminder supports children's thinking skills successfully by encouraging them to recall what dinosaurs they have seen on their visit to the exhibition. As a result, children's communication and language skills are effectively supported. The childminder plans exciting and interesting activities for children. For example, children are enthusiastic and eager to make their time capsule to bury in the garden. They readily share the photographs they have brought in from home, excitedly telling other children who the family members are. Consequently, their confidence and self-esteem is effectively supported. Children's mathematical skills are supported well.

p.4

who attend

There is a plethora of games and numbers are evident in both the indoor and outdoor learning environment. Children learn new mathematical words to describe shapes as they are introduced to spheres. Children have access to a wide range of appropriate books, which are arranged in a well-maintained cosy area. As a result, they develop their love of stories and books. The childminder responds to children's requests to read a story and sing rhymes supporting their interest and enjoyment. However, younger children begin to lose interest. Consequently, there is further scope to improve these times by introducing the use of puppets and props to engage all children to develop and support their listening and attention skills. Babies have opportunities to play with an excellent assortment of natural and open-ended resources. Consequently, they learn how to explore imaginatively and, in their own way.

p.4

who attend

The childminder involves parents in their child's learning, in order to ensure a consistent approach to meeting children's individual needs. This commences when children first visit. Parents share what they know about their children, including their likes and dislikes. The childminder shares information with parents verbally each day as well as completing observations of children in their individual learning journals. Parents contribute to the learning journals with achievements from home. These successful strategies help the childminder to track children's progress and plan for their next steps across all areas of learning. These strong partnerships enable children to make the best possible progress.

p.4

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

The childminder provides a welcoming and well-organised environment where children access their toys and equipment easily. This supports opportunities for children to freely choose and be autonomous learners. Children talk to the childminder and her assistant constantly. They talk about what they have done and what they are busy doing. This demonstrates their emotional security. The childminder recognises when children are tired, hungry or require their personal needs attending to and responds quickly to keep them comfortable. Children have formed warm relationships with the childminder. Consequently, they are happy and content in her care. Children are supported well with their move into the childminder's home with an appropriate settling-in process, which is tailored to meet their individual needs. The childminder works closely with parents to gather information about their care needs and what they can do and are interested in. Consequently, the

p.4

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

childminder is able to meet the needs of children from the start. Children visit the local primary school when they collect older children. The childminder supports children further by taking them on introductory visit days. This effective support prepares them well for their move into nursery and school.

p.5

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

Children's independence skills are effectively supported. For example, they wash their hands before meals and independently use the bathroom. The childminder keeps children safe by regularly practising fire evacuation procedures with children, who confidently talk about what they will do when they hear the fire alarm and the procedures they will follow. These practices mean that children are kept safe and are well prepared for what to do in the event of an emergency. The childminder is a very good role model to children in her care as she is polite, caring and listens carefully to children. Behaviour is managed skilfully. The childminder reinforces rules in the home in a positive way, for example, children are reminded to roll balls inside and throw them outside. Children contribute their own rules to the setting. These include 'we will be kind and helpful to new children' and 'we will not argue with each other'. Children are learning to play together cooperatively,

p.5

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

for example, the childminder encourages the children to take it in turns with resources and encourages them to think about whose turn it is next. As a result, children behave exceptionally well.

p.5

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

Children are supported to lead an active and healthy lifestyle. Parents provide meals for their children and the childminder encourages healthy eating. Well-balanced snacks, that help to maintain their good health, and lots of water, are provided throughout the day. Children have plenty of fresh air and exercise to keep them healthy. They regularly visit local parks and play gyms, and gain an understanding of risk through activities that encourage them to explore. The outdoor learning area supports them in being physically active alongside many of the other areas of learning. This builds their muscles and develops coordination skills. As a result, children gain a good understanding of a healthy diet and the need for physical exercise.

p.5

provision

The childminder has a secure understanding of her responsibilities for meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a good knowledge of child protection issues and keeps her practice up-to-date with regular training. This ensures that she can effectively protect children from harm. Written risk assessments for her home and outings, along with daily checks and constant supervision of children, ensure that risks to children in her care are minimised. Documentation is organised well, regularly reviewed and is used effectively by the childminder to safeguard children and support their welfare. The childminder demonstrates a good knowledge of the importance of ensuring all required persons have appropriate background checks to ensure their suitability to be with children. As a result, children's welfare and safety is promoted well. The childminder regularly monitors and evaluates children's ongoing progress across all

p.5

provision

areas of learning. This helps her identify any gaps in learning to maximise children's progress. The childminder monitors the provision effectively by reflecting on a daily basis what has gone well and what needs changing. She adapts her activities to meet the range of children attending and their changing interests. The childminder effectively supports her assistant through regular informal supervisions. She observes practice to ensure that children benefit from consistency of approach, and peer observations are used to discuss and share good practice. This means that there are effective systems in place to monitor the quality of teaching and children benefit from good learning opportunities. The childminder is committed to furthering her knowledge of early years practice in order to continue to provide good care and learning for all children. She regularly attends training to update her skills. For example, she uses skills learnt on behaviour management training

p.6

provision

to increase her knowledge and understanding of how to effectively manage children's behaviour.

p.6

provision

The childminder demonstrates a commitment to continuous improvement. Since the last inspection, she has made improvements, which have had a positive impact on children. For example, links have been established with the local primary school to share information and children's achievements. As a result, partnerships are well established and make a strong contribution to meeting children's needs. The childminder regularly reflects and evaluates her own practice and clearly identifies her strengths and areas for development. For example, she has recently enhanced her collection of natural play materials for babies. The childminder encourages parents to continually share their views informally through daily face-to-face exchanges and through questionnaires in order to help her shape her service. Parents receive good quality information about the childminding service. For example, the childminder shares her policies and procedures

p.6

provision

during the settling-in period and information about Early Years Foundation Stage. This ensures they are fully informed about and in agreement with the care and education of their children. Ongoing communication is successfully achieved through daily conversations and diaries. This means that parents and the childminder can work closely together to promote continuity for children and help them to reach their full potential.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number 319669 Local authority Leeds Inspection number 872077 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 10

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10