Childminder in Leeds

Inspection date

Previous inspection date 15/09/2014 19/03/2014

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early years provision

This inspection: 2 Previous inspection: 4 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 uses assessment effectively to support children's individual learning needs and to help them make good progress.  Children develop good thinking skills. This is because the childminder asks open-ended questions throughout activities and responds with enthusiasm to children's answers, which extends their learning and enjoyment of activities.  Children develop close attachments to the childminder. This is because she is proactive in supporting them through daily activities and routines.  Good organisation of the childminding provision ensures that the children are safeguarded. The childminder ensures she takes effective action to improve her provision in order to support children's safety, their well-being and their learning and development.  The childminder works effectively in partnership with parents and other professionals to support children's learning and care routines.

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It is not yet outstanding because

 The childminder has not fully embraced opportunities for children to extend their literacy skills though presenting a broad range of books.

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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 sampled a range of documents, including evidence of the suitability checks for the childminder and adults in the household, the children's records of learning, and policies and procedures.

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Inspection activities

 The inspector spoke to the children present and to the childminder about the learning intentions of several activities observed at the inspection.  The inspector observed play activities indoors and outdoors.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children aged four, six and 16 years in the Middleton area of Leeds. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding purposes. There are currently six children on roll; three of whom are in the early years age group and they attend for a variety of sessions. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is available to provide overnight care and works some weekends.

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

 enhance the range of books available to support children's literacy skills, for example, by including further fiction and non-fiction books.

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who attend

The childminder understands the children's individual learning needs effectively. This results in the differing age groups and abilities of children receiving good support to help them make progress across the seven areas of learning. The children are developing comfortably within the typical range of development expected for their age, according to their starting points, and they make good progress while at the provision. The quality of teaching is good. The childminder plans interesting and challenging activities for the children to meet their needs and she ensures that there is a good range of resources to choose from. For example, the children choose to play with the props to support going shopping. The childminder knows the abilities of the children well and takes the opportunity to encourage children's rapidly developing literacy skills by encouraging them to read the shop signs. More able children can do this competently. The environment is

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who attend

rich in pictures and corresponding labels indoors and outdoors, which the childminder uses to support children's early reading skills. The small range of books that are available are of good quality and accessible. However, the childminder has not supplied a really broad range of fiction and non-fiction books to give children the very best opportunities to maximise their learning from looking at books on their own and with support from the childminder.

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who attend

Children enjoy using their imagination as they use the copies of real money. The childminder listens to what the children are saying and then at the appropriate time she skilfully interacts encouraging them to count and find the appropriate money to make their pretend purchase. The childminder does create effective challenges. This is because she repeats questions, which are open ended. This encourages the children to think and work out solutions for themselves, such as how much is appropriate to charge for a specific item and to recognise the appropriate numerals. This supports children's mathematical thinking effectively. In addition, communication is consistent and given good support through all these activities. The childminder is cheerful and enthusiastic as she engages the children as they play. Children enjoy exploring a variety of different textures and materials and the childminder ensures that they can explore freely and that they have

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who attend

time to do this and make their own decisions. They use natural resources, such as pebbles and water to work out different weights with good questioning from the childminder to help them understand the concepts of the heaviest and the lightest. Physical skills are promoted well as children find ways to connect a variety of tubes together from a well- resourced variety.

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who attend

The observations and assessments of children are used effectively to inform planning their next stages in learning across the seven areas. The childminder identifies appropriate areas of learning to extend to match children's current level of development. For example, she uses observation successfully to ensure that the children learn to recognise familiar words and write their own name. She makes plans to encourage concentration skills to support their good progress. Tracking and summaries of how children are developing helps the childminder consolidate what they already know and can do. This helps her make clear plans for their future learning. All of this promotes the children's school readiness effectively. Good partnerships with the parents are established. This ensures that the two-way flow of information is consistently shared to support children's learning and development. For example, the childminder collects clear and useful information from

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who attend

the parents before children start at the setting, to support their future learning plans and she discusses plans to support children's next stages in learning. The childminder has a clear understanding of the purpose of the progress check for children between the ages of two and three years. For example, she has the knowledge and the information of how children make progress to enable her to demonstrate to the parents how they are developing in the prime areas of learning when the appropriate time arises.

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

The childminder supports children's rapidly developing independence effectively during daily events. For example, the children freely explore and select toys that they enjoy and support their interests. During their exploration, the childminder takes the opportunity to talk consistently and she finds new ways to add to the resources as they play. This creates enjoyable experiences and challenges for the children. As a consequence to the good support that they receive, the children develop close attachments and positive relationships with childminder, because she is giving them good quality time. The childminder frequently praises them, for example, she recognises their achievements as they read labels and count. As a result of the praise that they receive, the children smile happily and confidently explore the environment, and their behaviour is good. The resources are maintained very well and are easily accessible and appropriate for the

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

children's differing developmental stages. The new conservatory at the back of the house is an asset to the childminding provision overall, because it is bright and has plenty of space for children to explore the imaginative play resources. In addition, the outdoor play area leads straight from this room and children can play out when they choose.

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

Children develop a good understanding of healthy lifestyles because the childminder ensures that they receive regular outdoor and indoor activities that promote exercise. They are developing a good understanding of the importance of eating healthy foods. This is because the childminder gives them a good balance of nutritious foods, such as turkey, pork, meat-free products, fruit salads, and foods with vegetables, such as lamb and tomato pie. Foods are freshly made and quantities are good. The childminder talks to the children about the importance of eating healthy foods. This supports children's thinking and promotes their good health. Children are cared for in a hygienically maintained environment, which is safe and risk assessed effectively. This ensures that the children can safely investigate indoors and outdoors. They learn about risks and how to manage them. For example, the childminder is proactive in teaching children how to cross roads

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

The good support that the children receive to help them develop strong skills, such as forming positive relationships, prepares them effectively for when they move from the provision to nursery and school. The childminder makes sure she works closely with the parents at these times to ensure that the children receive consistent support when they move on to another provision. For example, this includes talking about changes with the parents and talking to children about the process, such as what happens at school. This supports children's well-being effectively because they can openly discuss happenings and make sense of them.

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provision

The childminder implements the safeguarding and welfare requirements effectively. For example, she has a clear understanding of how to keep children safe from harm and who to contact if any concerns arise about a child in her care. She is aware of what type of concerns must be acted on and the relevant professional body to notify if necessary. The childminder has made good progress since the last inspection and one subsequent monitoring visit. She has reflected on her practice clearly and purposefully and taken advice from the local authority adviser and worked very hard to make improvements. The improvements made are strong. For example, the action raised to ensure that appropriate adult-to-child ratios are maintained so children are kept safe and receive good levels adult supervision has been immediately addressed. This means that the childminder has taken action to ensure that she is childminding the correct ratios of children and she keeps a

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provision

clear record of their attendance. The childminder has also ensured that children are robustly safeguarded with particular regard to using the appropriate car seats for their weight and size when transporting the appropriate ratios of children. The childminder has fully reviewed all aspects of her safety practice, which includes reviewing and updating risk assessments. The childminder has developed her quality of teaching effectively to keep children safe. For example, she is proactive in teaching children about good safety practices in the home, in the car and on outings. This improves children's safety and their well-being is given good support. The childminder has a good knowledge of how to implement the learning and development requirements for all children. This is reflected in the effective planning and input the children receive during activities and routines, to support their individual needs.

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provision

Since the last inspection, the childminder has made strong improvements to support children's learning and development. The childminder has worked in partnership with the local authority adviser to move forward. The results are that the childminder has effectively developed her knowledge on how to support children's learning and development. Activities are planned around children's needs and they are varied and interesting and support children's good progress. The childminder forms strong working relationships with parents, working closely with them to support the children's ongoing development successfully. In addition to the childminder's effective improvements to safeguard children and to promote their learning and development, she is using more regular ongoing self-evaluation and reflection. This includes introducing some simple questionnaires for parents to use to voice their views. The results of these demonstrate

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provision

that parents are very happy with the care that their children receive and with the activities provided, and subsequently how their children are currently developing at the provision. The childminder has maintained all required training, and keeps updating her knowledge through regularly reading and researching information. As a result, she has developed her knowledge effectively to promote children's all-round development.

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provision

The childminder liaises effectively with other early years provisions to support children. For example, she finds out information and builds on what the children do at other provisions, focusing on the children's individual needs, such as developing their literacy skills. She has a clear understanding of the importance of liaising in partnerships with other agencies when required to support children. All of this means that children's learning and well-being are effectively supported, and they are able to make good progress.

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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 EY470459 Local authority Leeds Inspection number 976523 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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