Childminder in Leeds

Inspection date

Previous inspection date 08/09/2014 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 because the childminder provides a stimulating environment, which helps children to learn through play and real experiences. She has a very good understanding of how children learn and provides a broad and balanced range of age- related activities to support them to make good progress.  Children are very happy and settled in this welcoming home. They have good attachments to the childminder, who is very caring and attentive to their needs. This enables children to explore the environment with confidence.  Children's health and well-being are given a high priority and effective safeguarding procedures are in place to protect children from harm. The childminder carefully assesses her home and minimises any risks. This ensures children's safety as they play.  The childminder has developed effective partnerships with parents. Children's development is discussed in detail and their individual care needs and emotional well-

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It is not yet outstanding because

 Children's expressive art and design skills are not fully maximised. As a result, they are not always able to show their own creativity and ideas when drawing and painting.

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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 observed the childminder and children playing in the living room, the kitchen and the garden.

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Inspection activities

 The inspector talked to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector sampled a range of the childminder's documentation, including Disclosure and Barring Service checks, qualifications, policies and children's learning records.  The inspector discussed the joint observation with the childminder.

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Inspection activities

 The inspector acknowledged the views of parents through written responses to questionnaires.

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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 Rawdon on the outskirts of Leeds with her husband and children aged 18 and 14 years. Most of the ground floor, the upstairs front bedroom, the bathroom and rear garden are used for childminding purposes. The childminder attends toddler groups and activities at the local children's centre. She visits shops and parks on a regular basis and collects children from local schools and pre-schools. The childminder operates all year round, Monday to Friday, from 7.30am to 6pm, except for bank holidays and family holidays. There are currently three children on roll, all of whom are in the early years age range and who attend for a variety of sessions. The childminder holds a recognised childcare qualification at level 3. She is a member of the Professional Association for Childcare and Early Years. The family has a

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

 enhance opportunities for children to maximise their individual creativity and support their own ideas when drawing and painting.

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who attend

Children are happy and content to be in the childminder's home. They benefit from an organised and stimulating learning environment, which they happily and eagerly explore. The childminder is a qualified childcare practitioner who has a good knowledge and understanding of the Early Years Foundation Stage. She uses this knowledge to plan stimulating activities, so children make good progress in their learning and development. The childminder gathers information from parents and carries out an initial assessment over the first few weeks that children attend. This enables her to be clear about their starting points. Using this information, she makes regular, detailed observations and assessments of children and links these to the different areas of learning. Along with the children's interests, she uses this knowledge to plan future activities to target gaps in their learning. The well-planned, purposeful play activities cover all areas of learning and

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who attend

provide fun and stimulating play experiences for children. Consequently, children are developing the key skills that they need for their eventual move to nursery and school.

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who attend

Children are supported to make good progress in all areas of learning. Activities and resources available for free-play offer stimulation and support independent choice are fun and meet with children's individual interests. For example, younger children love to explore using their senses and particularly enjoy reaching into the exploratory play box. They enjoy the feel of the artificial grass, look in wonder as the sparkles shoot down the tubes and squeal with excitement as they wave the shiny streamers. Children have good access to books, which the childminder uses well to support their early language and literacy skills. Books are age and stage appropriate. They instantly gain children's interest, as they are interactive. Children have opportunities to lift flaps, listen to sounds and use puppets and props, which replicate the characters in the story. Overall, children have access to a good range of creative play activities. They regularly use their senses to

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who attend

explore and experiment various mediums and materials, such as dough, paint and crayons. However, on occasion, children's individual interpretation and creativity is sometimes stifled. They are given printed pictures to colour and paint, instead of using their own imaginations and design skills. Children have daily access to outdoor play and learning both in the childminder's garden and in the local community. The childminder takes them to parks, the farm and to special events, such as the city beach. This broadens their horizons and enhances their learning experiences, particularly their social skills and their understanding of the world. Children thrive as they play in the childminder's garden with resources that support their physical development. Young children test their skills as they sit on small bikes and try to use the pedals with support from the childminder. Children experiment in the water tray pouring and transporting the water. They also use

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who attend

their developing coordination as they kick and throw footballs to the childminder and each other.

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who attend

Partnerships with parents are well promoted. The childminder encourages parents to share information about their child in a variety of ways to ensure they are actively involved in their child's learning and development. An All about me form is completed on entry, which ensures that children's individual needs are known and met effectively. The childminder keeps parents updated on their child's day and how they are progressing in their learning in a variety of ways. She completes a daily diary and has verbal discussions with them. Their child's learning journal is available for them to view at any time and the childminder welcomes their comments on their child's progress. This helps the childminder to plan appropriately to meet children's needs and supports parents in continuing their children's learning at home.

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

Children develop secure bonds and strong attachments with the childminder. This is due to the detailed information gathered from parents about their children's individual needs. Effective procedures are in place to support the move from home, which includes a gradual settling-in time planned around the needs of the child. Children bring their own personal items, such as favourite toys, which gives them a sense of belonging and security. Through their body language, children show that they have developed a very trusting relationship with the childminder. They seek her out for cuddles when they are tired and look for reassurance as they freely explore the environment. This shows children feel happy, safe and are emotionally secure.

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

The childminder uses a positive and consistent approach to managing behaviour, which takes into account children's understanding and stage of development. She is a good role model for children, treating them with respect. She places a strong emphasis on children learning to play alongside other children safely and encourages them to share resources. Children learn how to keep themselves safe and to recognise danger. For example, the childminder closely supervises them and teaches them how to sit on the sofa safely. An introduction to road safety is made even to the youngest children. The childminder explains to them about 'waiting for the green man' at the road crossing when they are out in the buggy.

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

The childminder keeps her home and the play areas clean and well maintained. She employs good health and hygiene procedures and daily routines, which help to maintain children's health. As a result, they learn about their own personal hygiene needs. Children are provided with healthy fresh and dried fruit snacks throughout the day, along with freshly prepared meals, at lunchtime and teatime. The childminder provides a balanced diet for children. They learn about healthy eating through opportunities to talk about the foods they eat, including, learning about the harvest festival and being involved in baking activities and meal preparations. Children's physical development is promoted daily. They go for walks to the local shops, parks and places of interest. They also thrive as they play in the childminder's garden, exploring, experimenting and testing their physical abilities. For example, children climb onto the seesaw, and throw and kick the footballs. As a result,

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

their health and well-being is effectively supported and they are developing the skills they need for future learning.

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provision

The childminder has a very good understanding of her responsibility to protect children from possible harm. She has attended safeguarding training resulting in a robust knowledge of the procedures to follow should she have any concerns about children in her care. Detailed risk assessments and additional ongoing checks ensure children are safe indoors, outside and on outings. Effective safety equipment is well used and the childminder fully understands her responsibility to maintain the correct adult-to-child ratio. She ensures children are well supervised and keeps a detailed record of their arrival and departure times. Comprehensive documentation, including robust policies and procedures, underpin the childminder's good practice and share her responsibilities with parents. Disclosure and Barring Service checks are in place for the childminder, her husband and son. Consequently, children's safety and well-being are given a high priority.

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provision

The childminder has made a very good start to her childminding provision. She is well organised and ensures required documentation is in place and easily accessible to parents and for inspection. She regularly monitors and evaluates her practice and has completed the Ofsted self-evaluation form to help her to identify strengths and areas for improvement. As a result, the childminder is aware of her strengths and she is keen to drive improvements to ensure that children receive the best possible learning experiences. She keeps her knowledge up to date through additional training and holds a recognised childcare qualification. All of which helps her to improve the provision for all children to continue to make good progress. The childminder has good procedures to help her monitor the educational programme and children's progress through regular observation, assessment and discussion with parents. This ensures that any gaps in children's learning

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provision

are prioritised and the childminder can focus her attention accordingly.

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provision

Positive partnerships have been established with parents and an effective two-way flow of information is maintained. This ensures that parents are fully informed of their children's daily activities and care routines. The childminder strongly values the views of parents and recently sent out questionnaires to gain feedback. Parents say that they are very happy with the wide range of activities provided and they are happy with how their children are developing. Parents also comment on how happy and content their children are in the childminder's care. There are currently no children on roll, who attend other early years settings. However, the childminder is very aware of the importance of engaging in professional working relationships with other providers, if and when, the need arises.

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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 EY474941 Local authority Leeds Inspection number 962017 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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