Childminder in Leeds

Inspection date

Previous inspection date 15/09/2014 15/06/2009

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

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This provision is good

 The childminder is very caring, sensitive and skilled in helping children to feel settled and to form secure emotional attachments. This in turn nurtures their independence, confidence and overall well-being.  The childminder has a secure understanding of the safeguarding and welfare requirements and meets these well. This means children are safe and protected while in her care.  The childminder has developed effective two-way communication between herself and parents. Consequently, she has a clear understanding of parental requirements and children's individual needs.  Children's individual interests are well met and a balance of adult-led and child-initiated activities are provided for them. This is because the childminder has a secure knowledge of how children learn.

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It is not yet outstanding because

 The childminder does not maximise children's already good attention and listening skills during story time and singing activities by, for example, using resources such as puppets and other props.

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

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of suitability of adults in the household and the childminder's qualifications.

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Inspection activities

 The inspector discussed self-evaluation processes and improvement plans with the childminder.

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Information about the setting

The childminder was registered in 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in the Headingley area of Leeds. The whole of the ground floor is used for childminding and the first floor bathroom. There is an enclosed garden, which is available for outdoor play. There are currently three children on roll, all of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round, from 8am to 5.30pm, Monday to Wednesday, except bank holidays and family holidays.

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

 enhance and encourage younger children's listening and attention skills when reading familiar stories and singing songs by, for example, using puppets and props.

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who attend

Teaching is good because the childminder has a very good knowledge and understanding of how young children learn. The childminder plans a balanced range of adult-led and child-initiated activities. These are thoughtfully planned to ensure they have depth and breadth across the seven areas of learning. Children's interests are recognised and considered in the planning process. For example, children show an interest in fish after their visit to a local aquarium. To support this interest further, the childminder provides the children with books about the beach and zoo. All children have well-organised, detailed learning journals. The childminder frequently records her observations and assessments of children's achievements and uses these well to plan appropriate and challenging next steps in learning. For example, the childminder provides low level furniture for children to hold onto when they first learn to walk. The childminder has a

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who attend

comprehensive knowledge of how to complete the progress check for children aged between two and three years and confidently shares the written summary with parents at the appropriate time. All children are developing securely within the typical range of development expected for their age, according to their starting points. This is evidenced by her informative observations and ongoing tracking assessments. Through these approaches, any gaps in learning are quickly identified and addressed.

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who attend

The childminder supports children's language development well. She gets down to their level to listen carefully to what they say, repeating and rephrasing words and sentences. The childminder successfully introduces new words to the children. For example, she talks about a camel to the children, explaining where he lives, and what he has in his hump. During play, she effectively supports children to develop their thinking skills by encouraging them to recall when they last went to the doctors. The childminder asks children appropriate open-ended questions as she actively involves herself in their play. This means that children's communication and language skills are supported well. Children concentrate and persevere to carefully fix the pieces together to complete challenging jigsaws. They are provided with resources, which support them to recognise numbers and learn about shape. As a result, children's mathematical development is supported well.

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who attend

Children demonstrate increasing dexterity skills as they carefully make marks on paper. The childminder supports them appropriately to write their name on their work. Consequently, children are developing the skills necessary for early literacy. Children access a range of appropriate books. They independently select stories for the childminder to read. Older children become engrossed in the stories and carefully turn the pages on request. However, younger children begin to lose interest, as the childminder has not yet considered the effective use of puppets and props to focus their attention and enhance their listening skills. 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.

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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 a daily diary. Parents contribute to the diary 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.

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

Children are happy and confident in the childminder's home. They move around the home with ease and familiarity, happily approaching the childminder for support. This gives children a strong base and the confidence and self-esteem to progress and support their transitions to school. As a result, children are inspired, interested learners, who participate eagerly in activities. The childminder has secure attachments with the children in her care. This is because she works very effectively with parents when their children start. For example, information is exchanged with parents during settling-in sessions about dietary needs, allergies and routines to ensure that these are accurately met. This ensures that there is continuity of care and children's emotional needs are very well met.

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

The childminder is a good role model to the children in her care. She speaks softly and calmly to the children and supports them to develop good manners by gently reminding them to say please and thank you. Children behave well. They are reminded to take turns with resources and are rewarded with positive praise when they do so. Children's independence skills are supported comprehensively. They unzip their own coats on arrival and take off their shoes before they go into the lounge to play. The childminder encourages children to feed themselves at mealtimes by ensuring they have age appropriate cups and utensils. Children are helped to manage their own personal needs relative to their ages. For example, children wash their own hands after visiting the bathroom. As a result, children learn to be independent and manage their own personal needs. The indoor and outdoor environment is well-resourced and welcoming. This

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

supports children's all-round development and emotional well-being.

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

The childminder teaches the children to keep themselves safe. For example, children participate in regular fire drills, which help them to understand how to keep themselves safe in an emergency. Opportunities for children to develop their understanding of the importance of fresh air and exercise are promoted well. For example, children go outdoors daily and visit parks on a regular basis, where they are able to use more challenging apparatus to practise their larger muscle movements and build confidence in their own abilities. Children are developing their understanding of a healthy diet. Meals and snacks, offered throughout the day, are balanced and nutritious. As a result, children gain a sound understanding of a healthy diet and the need for physical exercise.

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provision

The childminder ensures that all children are secure and kept safe through her clear understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. There are policies and procedures in place that are regularly reviewed to ensure they meet current legislation. The childminder has risk assessments for the setting and outings to ensure that any hazards are identified, to further ensure the safety of the children. The childminder carries out daily visual checks to minimise risk, both around the home and outdoors. Children are further safeguarded as the childminder's home is safe and secure, with exterior doors kept locked. Documentation is carefully maintained, such as the daily register of attendance and the children's registration details. The childminder understands her responsibilities and the steps to take in the event of any concerns about children. As a result, children's welfare and safety is promoted well.

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provision

The childminder monitors the provision and children's progress effectively. She reflects daily on activities and rotates her resources to meet the needs of the range of children attending and their changing interests. This means that children's learning and development is promoted well. Summative assessments, which focus on children's skills and abilities, demonstrate that their progress is being monitored effectively. As a result, any gaps in learning are quickly identified so that appropriate interventions can be sought. The childminder takes part in peer observations with other childminders at the local playgroup. This means that she is effectively monitoring the quality of her teaching. The childminder demonstrates a commitment to professional development. For example, she has attended a number of courses including first aid, food hygiene, safeguarding, outdoor play and a local authority directed Pathway to Outstanding course. The childminder also

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provision

works closely with other childminders to share best practice. The childminder demonstrates a clear commitment to continuous improvement and has fully addressed the actions and recommendations from her last inspection. She has improved her procedures for managing risk in the setting. She uses self-evaluation as a way to identify her strengths and areas to improve. For example, she has identified a need to further develop her links with other providers. Parents contribute to the self-evaluation process by sharing their views informally through daily face-to-face exchanges and through questionnaires. Consequently, the childminder is proactive in developing the provision for children and they benefit from her commitment to maintaining continuous improvement.

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provision

Partnerships with parents are strong. Parents comment on how happy they are with the care and how well children have progressed in their learning. The childminder shares her policies and procedures with parents at the start and important information, such as Ofsted's contact details and her insurance cover. This means that parents are well informed about the very good service provided. The childminder works well with other providers and shares appropriate information with them. This supports children's continuity of care and 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 319965 Local authority Leeds Inspection number 872090 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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