Childminder in Leeds

Inspection date

Previous inspection date 19/08/2014 09/07/2009

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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 has a good understanding of how children learn. She is confident in her teaching skills and plans a good range of purposeful activities. Consequently, children are motivated and engaged at all times, as a result, make good progress in their development.  The childminder works very well in partnership with parents. This means information about children's individual care needs and their developmental progress is communicated very effectively.  The childminder has a good understanding of how to safeguard children and the action to take should she have any concerns about a child's welfare. Consequently, children are well protected from harm.  Children are settled and happy in the childminder's care because she has a calm and caring approach and gets to know them well. This means children develop a sense of belonging in the setting and are emotionally secure when away from their parents.

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It is not yet outstanding because

 Opportunities for children to further develop their understanding of simple mathematical shapes are not extended to the outdoor area.  Opportunities for children to learn about food sourcing, to further support their understanding of healthy eating are not fully embraced.

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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 children's records, planning documents, policies and verified that suitability checks have been completed on all adults in the household.

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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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Inspection activities

 The inspector took account of the views of parents from questionnaires they completed about the service.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult son and two children aged 10 and seven years in a house in the Crossgates area of Leeds. The whole of the ground floor of the childminder's home, the bathroom on the first floor and the rear garden are used for childminding purposes. The childminder has an assistant with whom she works. She regularly attends activities at the local children's centre, toddler groups and visits the park on a regular basis with the children. The childminder takes children to and from the local school and nursery. There are currently eight children on roll, three 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 5.30pm, except for family holidays. She is a member of the Professional Association for Childcare and Early

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

 extend the opportunities for children to learn about simple mathematical shapes to the outdoor area, for example, by displaying different shaped signs in the garden

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

 enhance the opportunities for children to learn about eating healthily by providing more activities linked to food sourcing, such as growing fruit and vegetables in the garden.

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who attend

The childminder has a good understanding of how children learn and is confident in her teaching. She makes clear assessments of children's progress and accurately identifies the next steps in their learning. She successfully uses this information along with her knowledge of children's interests to plan purposeful activities and learning opportunities that meet children's individual needs. As a result, children are well motivated and make good progress across all areas of learning. This means they are fully prepared for the next stage in their learning, such as school. The childminder regularly shares information with parents about what their children are learning and the progress they make. For example, parents have access to their child's progress record and are provided with a termly summary of their ongoing development. Parents actively share their children's achievements at home and any areas of learning they are concentrating on with the

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who attend

childminder. This means the childminder also has a comprehensive picture of what children can do outside the setting so she can build on this. Consequently, children make continuously good progress.

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who attend

The childminder's quality of teaching is good. She skilfully adapts planned activities to meet the learning needs of all children taking part. For example, during an activity to explore dough she encourages a young child to learn to recognise different colours. The childminder makes good use of language and questions to aid children's learning. As children play with dough she asks them 'What are you making?' She gives children time to think and they respond with 'Making buns'. This shows children are encouraged to think critically and to use descriptive language. The childminder actively encourages children to develop confidence in their counting skills and use of number. For example, she encourages more able children to independently count out the number of animals they need during a board game. The childminder helps younger children to count the number of animals they need too, showing them how to touch each one as they do so, to

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who attend

encourage accuracy. As younger children play with dough the childminder teaches them the names of the different shaped cutters to further support their mathematical development. Children show an interest in this and demonstrate that they are willing to have a go at naming the shapes. For example, they correctly identify an oval. However, opportunities for children to observe shapes in the outdoor area are not fully embraced, to further support and extend children's growing interest and skills in this area of mathematics.

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who attend

The childminder effectively promotes children's physical skills by encouraging them to be active. For example, children play out in the garden each day where they have access to equipment, such as a slide and stepping stones. This enables children to develop control of their bodies and develop balancing skills. Activities to support children to develop control of their small muscles are also provided on a regular basis. For example, children learn to use simple tools, such as scissors, rolling pins and cutters as they play with dough. They also learn to mould the dough into different shapes, such as rolling it into a ball with their hands, which means they learn to coordinate their movements, to produce the desired effect. Children have good opportunities to broaden their learning through visits and outings. For example, they regularly visit museums, often travelling by train to the venue. This successfully supports children's understanding of the local community and

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who attend

what towns and cities that are further afield have to offer.

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

Children's health and well-being is promoted successfully. For example, children learn about the reasons for good hygiene practice because the childminder teaches them to routinely wash their hands at appropriate times, such as before meals. The childminder makes sure children benefit from fresh air and physical exercise each day and provides a nutritious diet for them, such as fresh fruit for snack and home-made soup for lunch. This means children learn about eating healthily and can explore a range of tastes and textures at the same time. However, the childminder does not provide many opportunities for children to see how fruit and vegetables grow. For example, by growing more of their own in the garden. This means children's understanding of food sourcing is not fully promoted in order to support their understanding of healthy eating even further.

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

The childminder obtains detailed information from parents about their children's individual care needs, home routines and how to meet these. Settling-in visits are provided so parents can leave their children for short periods before the placement begins, to help them gradually develop a relationship with the childminder. As a result, children become confident in being away from their parents, settle quickly and develop a strong emotional bond with the childminder. For example, children confidently ask for any help they may need during activities and readily accept comfort and a cuddle from the childminder if they have a minor bump. This successfully promotes children's emotional well-being.

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

The childminder provides an environment that enables children to make choices and direct their own learning. For example, children confidently and independently carry their tray of pretend buns from the kitchen and place it in the toy cooker in the play room. The childminder teaches children how to manage risks through their daily routine and activities. For example, she teaches children about road safety when out in the community and regularly practises the evacuation procedures for the home with them. As a result, children confidently relay how they must wait for the road to be clear before they cross, and how they get out of the house and line up at the fence if the smoke alarm is activated. This helps children to feel confident in dealing with potentially hazardous situations, further promoting their emotional well-being. The childminder has clear expectations for good behaviour. She provides good opportunities for children to establish

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

friendships and to learn to share and take turns. For example, children attend activities at a local children's centre and toddler group, which successfully helps them to develop their social skills and share resources on a bigger scale. The childminder actively encourages children to develop their independence. For example, she provides appropriate knives, so they can cut up their own fruit at snack time. This helps children to become self-reliant and further prepares them for school.

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provision

The childminder has a good understanding of her responsibility to protect children. She is confident in recognising the possible signs of abuse or neglect and knows what to do should she need to refer any concerns to the relevant authorities. She gives high priority to explaining this to parents, so they are fully informed of her duty to do so. All required documentation is in place to support children's safety and well-being and the childminder carries out daily safety assessments and minimises any risks successfully. The childminder supervises children well and her home and garden are secure. As a result, children are kept safe. The childminder sometimes works with an assistant. She has ensured her assistant has undergone the required suitability checks and has carried out an induction with her, to ensure policies and procedures for the service are understood and implemented consistently. The childminder has suitable arrangements in place to monitor

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provision

The childminder carefully monitors children's progress through her observations, termly assessments and overall tracking sheets, including one specifically designed to assess children's progress in communication and language. This enables her to identify and promptly address any gaps in children's learning. This means children continually make good progress and reach their full potential. The childminder is committed to improving the quality of her service. She has addressed all the recommendations for improvement raised at her last inspection and has recently improved the play and learning opportunities for children in the garden. For example, she has purchased several stepping stones so children can develop their balancing skills and a patio area has been installed, providing children with an area that they can access in all weathers. Parents and children are fully involved in the evaluation process. For example, parents are asked to complete

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provision

questionnaires about the service. Recent ones are very positive and include comments, such as 'the childminder wholly meets the needs of children and forms strong and lasting bonds with children'. The childminder involves children in drawing up the programme for outings during the school holiday period, which shows their opinions are valued and appreciated. She then shapes the programme of activities to meet their needs and interests. The childminder has a clear development plan in place to show how she intends to move her service on even further.

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provision

The childminder pays good attention to her own continuous professional development. For example, she regularly attends further training courses which enables her to develop her teaching skills, thereby improving the outcomes for children's learning. The childminder has good links with providers of other settings in the area. This means children's moves between settings are managed effectively when the time comes. Partnerships with parents are good. The childminder provides parents with her setting's policies and procedures to ensure they have a good understanding of how she works. Daily discussion and individual diaries keep parents fully informed of their child's day and reassures them that their care needs are being met consistently. Leaflets about activities in the local area are available for parents to access, which gives them ideas for activities they can share as a family that may be beneficial to their children's learning.

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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 EY383504 Local authority Leeds Inspection number 878895 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 8

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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

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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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