Childminder in Leeds

Inspection date

Previous inspection date 16/09/2014 04/05/2011

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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's caring and sensitive manner helps children to form secure emotional attachments. As a result, children are happy, confident and self-assured.  The childminder knows children well and plans effectively to meet their current interests and developmental needs, which means that all children make good progress given their starting points. As a result, children are well prepared for the next stage in learning.  Good quality information is shared with parents, as a result parent partnership is strong, ensuring a consistent approach to supporting the care, learning and development of children.  The childminder fully understands the arrangements for safeguarding. She is clear about the procedures to follow if she has a concern about a child in her care, which means that children are safeguarded.

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It is not yet outstanding because

 Children's understanding of the world in relation to people and communities is not fully extended as there are fewer resources to promote learning in this area.  The presentation of some of the resources in the home does not maximise opportunities for children to be fully independent in their play.

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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 looked at children's development records, evidence of the childminder's 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 2000 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, one adult child and one child aged 15 years, in the Yeadon area of Leeds in West Yorkshire. The whole ground floor of the property is used for childminding purposes, along with a first floor bathroom and there is a fully enclosed garden available for outdoor play. The childminder has a pet dog. The childminder walks to local schools to take and collect children and attends toddler groups with younger children. There are local parks, a library, a fire station, shops and a canal within walking distance and the premises are close to transport links. There are currently four children on roll, of whom two are in the early years group and 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. The childminder is a

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Information about the setting

member of the Professional Association of Childcare and Early Years.

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

 enhance the educational programme for understanding the world to further promote children's understanding of people and communities by providing additional resources

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

 increase children's independence and self-choice for play, for example, by reviewing how some of the resources in the home are presented to ensure they are more accessible.

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who attend

The childminder has a very good knowledge of the learning and development requirements of the Early Years Foundation Stage. She regularly assesses children's progress to help her identify any gaps in their learning. The childminder observes children, makes accurate assessments of each child's abilities and plans their next steps in learning. She makes good use of the progress check completed for children aged between two and three years. The childminder plans play and learning experiences for children based on her observations and assessments of them. This ensures that children's current needs and interests are addressed. As a result, children are engaged and motivated to learn, which ensures that they develop strong skills in readiness for school. The childminder develops positive relationships with parents and discusses their child's welfare and involves them in assessing their starting points. She communicates daily with parents about children's care

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who attend

needs and achievements. She also uses a communication diary, which makes links to children's next steps in learning and the early learning goals. As a result, children are making good progress in their learning and development.

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who attend

The childminder provides a comfortable play area indoors for children. The indoor resource boxes are clearly labelled with text and pictures. However, they are not all fully accessible. As a result, children's independence is not maximised when they make their own choices and self-select what they want to play with. There is an appropriate range of resources available for young children and babies to access, including books, dolls and puzzles. However, there is room to further enhance resources in regard to understanding the world, so children can learn more about people and communities. The outdoor environment is well resourced with areas for planting and accessible resources, which include sand and water play and prams. Children visit the local park to access larger play equipment, such as slides and swings. As a result, children are developing their physical skills.

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who attend

The childminder engages effectively with children, involving them in conversation to help foster their language development. Children's confidence and communication skills are further enhanced as they enjoy looking at books with the childminder. They are eager to turn pages and repeat words or retell the story in their own words. As a result, children are developing a love of books and early literacy skills. Children are encouraged to learn to share toys and play together to promote their social skills in preparation for later move to nursery and school. As a result, children make good progress in their personal and social development skills. Children enjoy playing with the childminder, who effectively supports them to post shapes in a shape sorting box. The childminder allows children the time they need to have a go at posting the shapes themselves before she offers them help. She teaches children the names and colours of the shapes as they post them. As a result,

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who attend

children are learning about colours and developing early mathematical skills. Children independently access mark making. They hold chunky crayons and begin to make marks. The childminder praises the children as they mark make. As a result, children are confident and developing their emerging literacy skills. Children enjoy their time with the childminder and are making good overall progress.

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

The childminder promotes healthy lifestyles to children and provides written information to parents regarding healthy eating. She encourages children to eat a healthy diet and try different foods. Children eat bananas and grapes at snack time, they feed themselves and are developing excellent manners. They develop a good range of physical skills as they enjoy regular opportunities for fresh air and exercise. Good hygiene routines help children to understand the importance of keeping themselves clean. Children are supported well to develop an awareness of their own toileting needs. The childminder encourages them to clean their hands at appropriate times during the day and after messy activities.

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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 care and have formed a strong emotional attachment to her. She supports new children into her home through an effective settling-in procedure. This is tailored to each child's emotional needs, ensuring that they settle quickly and happily. The childminder praises children's achievements and this ensures that they are confident learners, who are emotionally well prepared for the next stages in their learning. Children move freely around the childminder's home and enjoy playing with the resources available, which promotes their confidence and independence. The childminder supports children, who are making the transition to school. She visits new schools with children and attends 'stay and play' sessions with them. She talks to children about school and ensures that they are developing independence. For example, she teaches children to put on their own shoes, dress and undress and use

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

cutlery at mealtimes. As a result, children make smooth transitions to school and are emotionally prepared.

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

The childminder is vigilant about children's safety and she supervises them well at all times. She teaches children to keep themselves safe. For example, she explains to children why they should not put crayons in their mouth and talks to them about road safety when out walking. All required documentation to promote children's safety and well-being is in place and the childminder understands the need to complete this correctly.

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provision

The childminder has a clear commitment to improving the service she provides. Since her last inspection, she has worked in partnership with the local authority early years advisor and reviewed her record keeping in regard to tracking children's development and starting points. This has enhanced the way she works in partnership with parents to find out what children can do when they commence in her care. As a result, children make good progress. The childminder accesses regular training to update her knowledge and understanding. Since the last inspection, the childminder has renewed her paediatric first- aid certificate, attended food hygiene and safeguarding training. All of this clearly demonstrates how she maintains continuous improvement, in order to promote children's welfare and ensure continued good learning opportunities for them. The childminder has a good level of awareness of how children learn. She monitors her provision for the learning

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provision

and development requirements to ensure children are motivated and interested in their activities. As a result, children make good progress. The childminder has a sound knowledge and understanding of liaising with parents to build relationships. Communication is a prime focus for the childminder with regard to children's well-being and development. She verbally shares daily information about their child's achievements. The childminder also uses an effective communication diary, which includes information for parents about children's next steps in learning and progress towards the early learning goals.

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provision

The childminder has a good understanding of the procedures to follow should she have any concerns regarding a child in her care. A safeguarding policy, which is shared with parents, includes the action to be taken and telephone numbers of who to contact to seek advice and support. The childminder displays safeguarding information in the home and the premises are safe and secure. Written risk assessments are in place, which show how the childminder has identified and minimised potential hazards to ensure children's safety. The childminder conducts regular evacuation drills with children and tests her fire alarms. As a result, children are safe as the childminder effectively minimises all risks. The childminder has a clear understanding of the importance of working in partnership with external agencies. She works closely with parents to ensure she provides appropriate levels of support for children. The childminder has made links with the local school,

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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 320836 Local authority Leeds Inspection number 872107 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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