Childminder in Leeds

Inspection date

Previous inspection date 16/09/2014 02/02/2011

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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

 Children are happy, confident and self-assured in this homely and welcoming environment. They have strong attachments to the childminder, who is caring and attentive to their needs. This enables children to feel safe and secure. As a result, their well-being and development are promoted.  The childminder builds strong relationships with the parents and shares information regularly to keep them fully informed about their children's progress.  Children are well protected because the childminder has a good understanding of the safeguarding and welfare requirements, which she implements in her daily practice.  The childminder effectively evaluates her practice and implements a clear improvement plan. As a result, children's achievements are supported over time.

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It is not yet outstanding because

 The childminder does not always extend, to the highest level, children's learning where they are achieving beyond expected development stages.  The organisation of resources available during child-initiated activities can at times be difficult to access and overwhelming for children. As a result, children sometimes find it difficult to focus and engage independently 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 observed interactions between the childminder and children during play and care routines.

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Inspection activities

 The inspector looked at a range of documentation including policies and procedures and children's development records.

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Inspection activities

 The inspector viewed the areas used by the childminder when minded children are present.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the visit.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and viewed her record of self-evaluation.

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Inspection activities

 The inspector took account of the views of parents provided through information included in the childminder's own parent survey and through written feedback.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged 14 and 16 years in Chapel Allerton, Leeds. The whole of the ground floor, a first floor bathroom and an enclosed rear garden are used for childminding. The family has two pet rabbits, budgerigars and fish. She collects children from the local schools and nurseries. There are currently 11 children on roll, three 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 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder 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:

 focus more precisely on ways to extend and challenge children's learning even further, where they are achieving beyond expected development stages

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

 help children to focus and fully engage independently in their self-initiated activities so that they learn the most from them, for example, by considering the organisation of resources.

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who attend

The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage and provides good quality and interesting play opportunities that children enjoy. They are developing the skills necessary for their future learning, including their eventual move to full time school. She supports children's development well because she understands the importance of getting to know each child and their family. For example, she obtains detailed information from parents about what children like and can do through discussions and their settling-in visits. The childminder undertakes regular observations of children, which she uses to plan activities that support them to make progress in their next steps of learning. For example, she aids children in developing their social skills and understanding of the world, as they share dough to make the wiggly worms and snails they have seen on their walk to school. However, the

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who attend

childminder does not always extend, to the highest level, children's learning when they are achieving beyond expected development stages. For instance, planning for children who show good control and co-ordination in large movements does not always extend this learning further, such as activities to promote children's fine motor skills. The childminder encourages children to develop their physical abilities as they have daily opportunities to play, ride, run and jump outside, and have regular trips to the local park.

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who attend

The childminder makes careful notes to ensure that each child is developing across all seven areas of learning. She maintains an individual learning file for each child that contains many interesting photos, alongside her observations, evaluations and assessments and shares these with parents to ensure that they are provided with clear information about their child's development. The childminder talks to parents when they collect children about what they have been doing that day, which enables parents to continue this at home, should they wish.

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who attend

Children choose where they play, indoors or outdoors and have a good range of toys and equipment available. The childminder stores these in containers, labelled in print, which helps them to learn words. However, the childminder does not always organise and store resources in a way in which children can access them independently. For instance, very large boxes are used to contain the toys and resources for children to use on a daily basis, however, access to them is difficult, particularly for the smaller, younger children. As a result, children sometimes find it difficult to focus and engage independently in their play. The childminder places a high priority in supporting young children to develop their communication and language skills and ensures that she gets down to their level and speaks clearly and directly to them, using simple words that they can repeat. She commentates on children's creations and curiosities, such as the colours of fruit and

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who attend

malleable dough models, each time enthusing children to join in through her tone and facial expressions.

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

The childminder provides a homely and welcoming environment for children and their parents. Children settle rapidly within her care because she sensitively lets them take things at their own pace and, as a result, both children and their families develop strong attachments with the childminder. Older children enjoy the responsibility of helping both new and younger children to get to know their way around and show them how to sit on the rug at snack times. This is of benefit to both the newly arrived children, who soon feel as though they belong, and to the more established children, who learn to care for others. Parents are provided with reassurance as to how their child is settling in, as the childminder uses a range of ways to communicate with them.

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

The childminder promotes children's good health and well-being. They talk about their favourite fruit at snack times and how they skip along the path to school, prompting further discussions. Children's independence skills are furthered as they are actively encouraged to manage their own self-care needs, such as hand and face washing after a messy painting session and having a sticky fruit snack. As a result, hygiene is promoted positively to children, and they begin to develop independence skills ready for school. Children have access to fresh air daily as they enthusiastically play on the trampoline, kick footballs on the grass and hop, skip and jump on the way to nursery. Alongside this, children frequently visit the local park and go on walks, learning that exercise can be fun.

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

Children's safety in the home is well-assured as the childminder teaches older children to safely manoeuvre around the younger children playing on the floor; she remains close to hand to avoid accidents in case they suddenly stumble. Children of all ages play very well alongside each other because the childminder adopts successful ways of managing behaviour. For example, she explains to older children how they can teach the younger children how to share. She praises children when they show care and consideration for each other and, as a result, their self-confidence is raised and they feel valued. In this way, children learn how to play cooperatively together. This prepares them well emotionally and socially for their future transitions to other settings and to school.

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provision

The childminder has a clear understanding of her legal responsibilities to implement the safeguarding and welfare requirements of the Early Years Foundation Stage, to ensure that children are safe and feel secure. She has a good knowledge and understanding of safeguarding issues and the procedures to follow to refer any child protection concerns. The childminder ensures that parents are fully aware of her role and responsibilities to protect all children in her care, as she provides them with copies of her policies and procedures, when their children start attending her setting. Appropriate checks on adults are carried out to safeguard children and their welfare is closely monitored. The childminder ensures that documentation is completed accurately and that the required information is present, to protect children. Risk assessments are completed for the home, outdoors and outings that children take part in. These successfully identify dangers and

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provision

the appropriate steps are taken to eliminate risk, to keep children safe and secure.

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provision

The childminder provides a stimulating, child-focused environment, where children enjoy their learning, grow in confidence and are well prepared for the next stage in their learning as they move on to nursery or school. The childminder takes her role in teaching and caring for children very seriously and demonstrates a strong commitment to improving her practice further. She has successfully addressed the recommendations made during the last inspection, having developed procedures for completing accident reports more thoroughly. The childminder meets with other childminders and childcare practitioners to share good practice and keep up-to-date with changes to childcare practice. Consequently, the quality of teaching is good and children are making good progress while in the care of the childminder. Self-evaluation and improvement planning are consistent, accurate and effective in bringing about future improvement. Parents'

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provision

views are sought through questionnaires about the childminder's services and through her daily discussions with parents and children. This helps the childminder when considering the ways in which she can plan to make further improvements to her provision in the future. Parents' responses in the questionnaires are very positive and they particularly comment on how happy and settled their children are, as well as the good progress their children are making in the setting.

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provision

The childminder closely monitors her work in delivering the early years curriculum to children. She uses appropriate documentation to ensure children are making progress in line with the expected milestones and ensures that teaching methods are meeting children's needs. The childminder is aware of partnership working to secure support for children with identified needs and understands the need to work with other professionals to ensure early intervention, if necessary, so all children's needs are effectively met. The partnership with parents is very strong. They appreciate the time the childminder spends with their children and the information that she provides about the children's daily routine, activities and 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 320793 Local authority Leeds Inspection number 872105 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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

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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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