Childminder in Leeds

Inspection date

Previous inspection date 19/08/2014 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

 Teaching is good. The childminder knows children well and enables all children to make good progress given their starting points. As a result, children are well prepared for the next stage in their learning.  The childminder promotes a safe and secure environment as she effectively minimises risks. She has a good understanding of safeguarding procedures, which means children are kept safe in her care.  Good quality information is shared with parents and carers to ensure a consistent approach to supporting children's care, learning and development.  The childminder has effective systems in place to evaluate her practice. She actively seeks the views of parents and other professionals to improve her personal practice and provision. Her plans for improvement are suitably focused on strengthening her practice further.

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It is not yet outstanding because

 Children are not always encouraged to wash their hands before meals and after toileting, which does not ensure that the best hygiene practices are consistently promoted to 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 viewed all areas accessed by children, including the outdoor environment.

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Inspection activities

 The inspector observed teaching and learning activities and spoke to children at appropriate times during the inspection.

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Inspection activities

 The inspector met with the childminder and looked at children's development records, evidence of suitability and qualifications, and a range of other policies and procedures.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day of inspection.  The inspector carried out a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Middleton on the outskirts of Leeds with her husband, daughter and two grandchildren aged 11 years and eight months. The whole ground floor of the house, the bathroom on the first floor and the rear garden are used for childminding. The family has a pet dog. The childminder works with her daughter, who is also a registered childminder. She attends toddler groups and activities at the local children's centre. The childminder visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently five children on roll, two of whom are in the early years age group. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except Bank Holidays and family holidays.

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

 enhance children's opportunities to develop early hygiene habits, for example, by ensuring children consistently wash their hands before meals and after toileting and by displaying hand washing signs.

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who attend

The childminder demonstrates a good knowledge of the learning and development requirements for the Early Years Foundation Stage and uses this knowledge to effectively plan for children's learning needs. She records children's starting points, assesses their progress through ongoing observation and produces a monthly progress summary. This helps her to identify any gaps in the children's learning and to share their identified next steps regularly with parents, in order to support further progress. Parents have access to their children's learning profiles and comment on the progress their children are making. As a result, children make good progress and parents are fully involved in their child's learning and development, enabling them to extend activities at home. The childminder has a good understanding of how children learn and how to support this learning through her skilful teaching. Through her identification of each child's interests and appropriate

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who attend

next steps to challenge their learning further, she provides a range of interesting and purposeful learning opportunities. For example, when children develop an interest in mini- beasts, she plans a wide range of activities, linked to all areas of learning. This promotes children's social and communication skills and understanding of the world as they discuss the different types of mini-beasts and their habitats. Mathematics and literacy are promoted through the use of mini-beast pictures with names and numbers through outdoor play; children can identify mini-beasts and count them as they find them. Opportunities to develop physical skills and express themselves through art and design are provided through creating displays of mini-beasts and life cycles. This demonstrates the childminder's understanding of the different ways in which resources and activities can be provided to meet the varying needs and interests of the children in her care.

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who attend

Consequently, children are enthusiastic and highly motivated learners who are active participants in their learning and make good progress. As a result, children are well prepared for the next stage of learning, such as school.

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who attend

The childminder places a high priority on ensuring that children in her care are secure in the prime areas of learning. As a result, their personal, social and emotional development, communication and language and physical development are strong. Children are emotionally secure because the childminder is warm and friendly and gets to know them well, providing them with good levels of support according to their current needs. They develop socially through activities which promote sharing and turn-taking skills and opportunities to socialise with larger groups of children and new adults at community groups. As a result, children behave exceptionally well for their age and stage of development. Children's language and communication is developed well because the childminder listens, shows interest and responds to what the children are telling her. She joins children in their play and fosters their language development through many

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who attend

conversations. For example, the childminder sensitively talks to children about colour changes as they paint, as she asks them about the colours they are creating and gives them time to think and respond. Literacy development is further promoted through the indoor and outdoor environment, which is rich in text. A range of books are available for daily story sessions, and children are able to select these independently. The childminder provides resources to enable children to draw and support their early attempts at mark making and writing. This ensures that children are well supported in developing literacy skills, preparing them well for the next stages in their learning. Physical development is supported through a range of opportunities to develop fine motor skills, such as cutting, painting and drawing.

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who attend

Daily physical play enables children to develop their larger physical skills. The childminder is very friendly and promotes a strong and open relationship with parents and carers. She has discussions with parents prior to children joining her, to find out about each child's interests, what they know, like and can do. This enables her to get to know children's individual needs and personalities, and helps her identify their starting points. The childminder shares ongoing information with parents about their child verbally and through discussion and a daily diary, which parents can also use to share information from home. She is fully aware of the need to complete the progress check for children between the ages of two and three years, when appropriate. The childminder values the knowledge that parents have of their children's needs and works in partnership to support areas, such as behaviour management, promoting consistency for the children. Parents express that

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who attend

they feel very well informed about their child's day and their development and are very pleased with the progress that their children have made while in her care.

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

The childminder gives high importance to children's emotional well-being. She provides settling-in sessions which are flexible and arranged to meet the individual needs of each child and their family. Consequently, the move from home to the childminder's care is smooth and children settle quickly. Parents provide the childminder with detailed information about their child's care routines and likes and dislikes through completing an 'all about me' booklet. This means that children's needs are effectively met, helping them to develop a strong bond with her. As a result, children are confident to explore her home and seek emotional support from her when they need this. The childminder is calm and caring and she ensures that each child receives her individual attention. This helps each child to feel valued and self-assured. Children's behaviour is exemplary as the childminder is a good role model, who treats them with kindness, politeness and respect. This results

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

in the children learning how to behave socially and develop friendships with others, alongside learning how to negotiate turn taking and playing together. The development of these social skills and the emotional enrichment children receive contribute well to their preparation to attend other settings and to school.

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

The childminder provides a variety of good quality resources which are appropriate to the needs of the age range of children attending. Children are able to freely select these and the childminder has labelled all resources boxes with pictures and text. As a result, children are independent in their preferences for play and tidy away resources without being asked. Children develop a good range of physical skills as they enjoy regular opportunities for fresh air and exercise. The children have access to climbing frames, sand and water play, as well as a range of bikes and scooters. Children are supported well with developing their understanding of how to keep themselves safe. For example, when walking upstairs to use the bathroom, the childminder explains why children need to use the handrail and hold her hand. Further opportunities to take safe risks under the childminder's close supervision are provided through visiting local parks, to use larger

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

equipment. In addition, during outings, the childminder reinforces road safety and the importance of staying close to her at all times. She is vigilant about children's safety and supervises them well at all times.

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

Healthy lifestyles are promoted as the childminder encourages children to eat a healthy diet and to try different foods. Children enjoy eating oranges and grapes at snack time. Snack and meal times are social times and the childminder takes the opportunity to sit with children and talk about the food they are eating. Younger children are developing their independence skills. For example, at mealtimes, they feed themselves and use cutlery and are supported well to attend to their own toileting and hand washing needs as soon as they are able. However, younger children are not always best supported to learn good hygiene routines as they are not consistently encouraged to wash their hands before meals and after toileting. Systems are in place for parents to share information with the childminder about any health or dietary issues the children may have, and there are thorough records maintained for any accidents that occur and any medication

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provision

The childminder has a good understanding of the safeguarding and welfare requirements for the Early Years Foundation Stage. She uses her knowledge well to ensure that her home and garden are safe and secure to protect children from harm. The childminder has a sound awareness of the signs that may cause her concern about a child's welfare. She has undertaken child protection training and fully understands the importance of her role in protecting children and seeking help and advice should that become necessary. Parents are fully informed of her duty of care through effective policies and procedures, which are shared with them from the start of any care arrangements. The childminder undertakes risk assessments for her home and all outings, which she reviews regularly to ensure that that they meet the current needs of the children attending. Fire evacuations are practised monthly and the childminder supports the children's understanding of why this is

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provision

important, to keep them safe. As a result, children are safe in the care of the childminder as she effectively minimises risks.

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provision

The childminder is a member of a local childminding network where she attends regular meetings to share good practice and to update her knowledge. She uses her knowledge of the learning and development requirements, and observations of children's learning, to assess their abilities and monitor their progress. This information, alongside their current interests, is used to plan next steps to extend their learning and development. As a result, children benefit from a broad range of planned experiences which support them to make continuous progress in all areas of their learning. The monitoring of children's progress has a very positive impact upon the quality of her environment and the opportunities she provides for the children. The childminder works in partnership with local authority early years advisers, which ensures she is continually supported to evaluate all areas of her practice and is fully aware of her strengths and areas of her provision that she can

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provision

improve upon. She encourages parents to express their views on the care of their children through questionnaires and welcomes their feedback, to support her self-evaluation and continual development. Improvements are ongoing, to ensure that children make the best possible progress and enjoy their time in her care.

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provision

Strong partnerships with parents are established. This enables the childminder and parents to work together to support their children's progress and meet their changing needs effectively. Parents are happy with the care the childminder provides and the progress their children are making. Ongoing information sharing through daily diaries and children's learning profiles ensures that all are well informed, to meet the changing needs of the children. The childminder is fully aware of the importance of developing partnerships with other provisions which children may move on to, such as school, and the importance of preparing children appropriately when moving on from her care. She shares transition documents with the settings children move on to, detailing their progress and areas requiring further support. This ensures greater continuity of care for the children and enables the childminder to fully complement children's learning and development.

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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 EY474559 Local authority Leeds Inspection number 955621 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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