Childminder in Leeds

Inspection date

Previous inspection date 09/09/2014 10/08/2009

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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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder is exceptionally kind and caring. She is highly responsive to the needs of the children and is skilful in her interactions. Consequently, children are very happy in her care and their emotional well-being is fully supported.  The childminder's teaching is good because she has a secure knowledge of how children learn. She uses questioning and demonstrating techniques effectively to extend children's learning. As a result, children make good progress in relation to their starting points.  Safeguarding practices are robust. The childminder has a clear understanding of her responsibilities in relation to child protection and she effectively maintains a safe environment. Therefore, children are well protected from harm.  Partnerships with parents are good. The childminder has developed effective two-way communication systems with parents. As a result, children benefit from continuity of

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This provision is good

care and parents are kept well informed of their children's progress.  The childminder is committed to improving her practice. She completes self-evaluation that clearly identifies areas of practice that can be improvement.

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It is not yet outstanding because

 Opportunities for children to recognise print in context are not fully exploited because the environment is lacking in labels and signs.

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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 activities and spoke to the childminder and the children.  The inspector toured the areas of the home used for childminding purposes.

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Inspection activities

 The inspector looked at evidence of suitability, children's assessment records and a sample of policies.  The inspector discussed the childminders self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and grown up child, in the village of Bardsey, on the outskirts of Leeds. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local pre-schools. There are currently 3 children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates her provision all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. 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:

 help children to develop reading skills by creating an environment that is rich in print, where they can see words in context. For example, by labelling storage units with both print and visual clues.

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who attend

The childminder has a clear understanding of how children learn. She successfully uses accurate, precise observations to identify children's current development levels and to plan next steps in their learning. Parents are invited to contribute to children's learning journals by providing details of children's home learning experiences. Planned activities are play based and follow children's specific interests. For example, the children play imaginatively with diggers and learn how to turn the handle on the garage to make the lift go up and down, following a visit to the local building site. The childminder's teaching is good because she effectively uses questioning, demonstrating and modelling techniques to extend and enhance children's learning experiences. She knows the children very well and ensures that activities are fun and enjoyable. As a result, children make good progress in their learning in relation to their starting points.

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who attend

The environment is organised effectively to encourage children to explore and make choices. Children confidently select their own resources from storage boxes and drawers. However, the resources are not currently labelled with print and visual clues. This is a missed opportunity for children to see words in context and begin to understand that print carries meaning. Children benefit from a large garden, where they develop physical competences and learn about the natural world. For example, the children help to grow and care for tomato and potato plants. The childminder supports children to develop mathematical skills by helping them to count and by modelling mathematical language, such as 'more' and 'less' during water play activities.

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who attend

Children are prepared well for school. The childminder provides a good range of challenging activities that ignite children's interests and encourage exploration. Children persist in activities because the childminder knows how to maintain children's interest and ensure that activities are enjoyable. Consequently, children are developing positive attitudes to learning. The childminder encourages the children to be confident, explore the environment and develop independence by remaining close by for emotional support if needed. Children develop positive relationships with others and learn to play harmoniously together in a relaxed environment. They make friends with children in their age group during visits to the local playgroup.

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

Children are extremely happy in the childminder's care. She is highly responsive to children's needs and has successfully created an exceptionally nurturing environment, where children thrive. The childminder talks to children in a very thoughtful and respectful manner. She gets to know children very well and skilfully uses information gained from parents to support her interactions. For example, the childminder expertly focuses on children's interests during settling-in sessions, to ensure that children feel welcome and valued. Consequently, children show an extremely strong sense of belonging. Children benefit from the security of routine and the flexibility to choose their own activities. The childminder uses sensitive age-appropriate guidance to support children to be independent and make relationships with others. As a result, children display high levels of confidence, and are prepared well for future learning.

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

Children's behaviour is exemplary. The childminder is highly skilled in teaching children what is expected of them. She is an excellent role model and is consistent in her approach to behaviour management. The childminder responds exceptionally well to children's emotional needs and provides reassurance and comfort. As a result, children flourish in a positive, friendly environment. The childminder expertly encourages children to share ideas, negotiate plans and work together on tasks through her interactions. For example, the childminder skilfully encourages children to play together imaginatively to create a storyline, as they play with vehicles. Consequently, children develop social competence skills and learn how to play harmoniously together.

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

The childminder gives upmost priority to children's safety and physical well-being. She ensures that good hygiene practices are an integral part of the children's daily routine. The childminder skilfully educates children about how to stay safe, through clear age- appropriate explanations and reminders. For example, children know that they need to hold the hand rail to help them to climb the steps in the outdoor area. They know to stay away from the toaster as the childminder reminds them that it gets hot and they regularly take part in fire drill practises. As a result, children develop an excellent understanding of how to keep themselves safe. The childminder supports children's healthy lifestyles exceedingly well. She provides a nutritious, well-balanced diet and helps children to learn about managing their own needs by encouraging them to access available drinking water when they are thirsty. The childminder has an excellent understanding of the benefits of

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

fresh air and exercise. Outdoor play is a fundamental part of the children's daily routine. Children use climbing apparatus safely and take sensible risks in the secure outdoor play area, knowing that the childminder is always close by for support.

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provision

The childminder has a clear understanding of how to safeguard children. She has a secure knowledge of the possible indicators of abuse and knows how to make a referral. The childminder has effective procedures in place to protect children from harm, including the appropriate use of mobile telephones and cameras. She effectively maintains accident and medicine records and permission is gained from parents before administrating any medication. The environment is regularly risk assessed and is clean and safe. The childminder holds a valid paediatric first-aid certificate, which ensures that she is able to respond appropriately in an emergency situation.

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provision

The childminder successfully delivers an educational programme that supports the needs of the children in her care. She has a good understanding of how to enable children to make progress across all seven areas of learning and has effective tracking systems in place to monitor children's progress. The childminder is a qualified and experienced practitioner, who continues to develop her skills through further training and an ongoing programme of self-evaluation. Her training has had a positive impact on the quality of her teaching because she knows how children learn and plans purposeful, challenging learning experiences that are made enjoyable through her skilful interactions.

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provision

Partnerships with parents are good. The childminder develops relationships with children and their families through flexible settling-in arrangements. She gathers information about children's specific interests and preferences and uses this knowledge to effectively individualise care plans. For example, parents exchange information about what children have been doing at home through discussions and daily diaries. The childminder captures the children's learning experiences in learning journals, which she shares with parents. Partnerships with other settings are well established. The childminder has strong links with the local playgroup and school. She stays with children at the playgroup for short periods as they settle-in, in order to support their emotional well-being. Learning journals are passed onto other settings and discussions take place with staff to support the transition process. Consequently, children benefit from a shared approach to their learning and care.

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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 319968 Local authority Leeds Inspection number 872091 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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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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