Childminder in Leeds

Inspection date

Previous inspection date 18/09/2014 27/06/2012

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early years provision

This inspection: 1 Previous inspection: 3 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 1

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This provision is outstanding

 Children thrive and make rapid progress in all areas of learning and development because the childminder has an outstanding knowledge of how children learn. She meticulously completes observations, assessments and planning to ensure she knows each child's stage of development precisely, and promptly identifies any gaps in children's learning.  Children have access to an exciting and vibrant range of resources in the indoor and outdoor environment. These resources are superbly presented in a clean and safe environment, which enables children to make independent choices and initiate their own learning. As a result, children are making excellent progress.  The childminder's engages children in highly positive interactions that support them in their personal, social and emotional development and communication and language. As a result, children initiate conversations, ask appropriate questions, get along with each

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This provision is outstanding

other and behave appropriately.  Parents play an active role in guiding their children's development as they provide comprehensive and clear information about their child and their home life. Excellent partnerships exist between other providers, the local school and external agencies. As a result children's individual needs and stages of development are quickly identified and exceptionally well met.  A consistently high emphasis is given to protecting children. This is evident in the childminder's robust knowledge of safeguarding procedures and how to protect children from harm. The procedures are regularly reviewed and updated, and the childminder attends relevant safeguarding training.

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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 compulsory part 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 checked evidence of the childminder's suitability, qualifications, risk assessments, policies and procedures, including the complaints procedure and the safeguarding policy.

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Inspection activities

 The inspector sampled children's assessment records and discussed with the childminder how this informs planning for children's next steps in their learning and development.

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Inspection activities

 The inspector took into account the views of parents from information included in a parent survey and how this supports the childminder's self-evaluation.

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Inspection activities

 The inspector held discussions with the childminder and children at appropriate times throughout the inspection.  The inspector observed activities in the outdoor environment and in the playroom.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and three children aged 14, 10 and seven years in Calverley, Leeds. The whole ground floor of the house and the side garden are used for childminding. The childminder attends local toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently eight children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.45pm, Tuesday 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:

 enhance children's excellent recognition of print in the outdoor environment, for example, by continually displaying pictures with text and labels so they begin to know what plants are growing and the names of insects, to further extend their curiosity and early literacy skills.

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who attend

The childminder has an excellent understanding of the learning and development requirements of the Early Years Foundation Stage. Children in her care make rapid progress because she knows them extremely well and follows their interests carefully. The childminder keeps detailed, interesting records of her observations of children and meticulously completes assessments of their progress to ensure that children make the best possible progress. She brings children's learning journals to life by supporting her observations with highly relevant examples of children's own work and photographs of what they have achieved. Parents contribute very actively to their children's learning and development in the beginning and throughout their time with the childminder. For example, she ensures that children's starting points are effectively identified in partnership with parents. The childminder frequently shares children's learning journals with parents

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who attend

and there are special pages designed for them to contribute their comments. The childminder also supports parents exceptionally well in extending their child's learning at home. For example, she provides parents with information about what activities their children have been doing, together with ideas that they can follow up with their children at home, such as song and story sacks. In addition, the childminder tracks children's progress in order to quickly identify any gaps as they appear and to support children to reach their potential. The childminder completes the progress check for children between the ages of two and three years, and shares this with parents. This shared approach has a very positive impact on the progress children make. All children are exceptionally well- prepared for their next steps in learning, including the move to full-time school.

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who attend

Children have a flexible and stimulating environment, both indoors and outdoors, in which to play and learn. For example, children relish play using musical instruments, such as natural shakers, tambourines and instruments they can blow, which they explore with their hands and mouths. In addition, children take part in singing time where the childminder actively sings the children's names as well as the songs and encourages children to select props form a song bag. For example, children choose a soft spider from the bag and sing a song about a spider. These highly positive interactions encourage children to join in and enjoy the session fully, and they receive lots of praise. The childminder plans a wealth of activities to support children's learning in the outdoor environment. She enhances all aspects of children's experiences outside by providing them with a wide variety of resources and equipment, such as slides, trucks, sand, water and

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who attend

mark making. Children find out more about the world around them as they enjoy growing their own herbs in the herb garden and looking at the seasonal changes in the trees in the nearby woods. However, there is scope to enhance children's already superb recognition of print by displaying pictures with text and labels so children begin to recognise what plants are growing, how to care for them and the names of insects.

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who attend

Children are exceedingly well prepared for their eventual progression to school because the quality of teaching is outstanding. They are exposed to a vibrant learning environment that enables them to be highly independent, creative and imaginative. The childminder is highly skilled in her teaching methods. She engages children in a very natural way and understands their play, enabling her to use their curiosity so that they are constantly learning new things. For example, children empty a basket of toys and sit in it, and the childminder instantly supports them to play imaginatively as they sing and pretend the basket is a boat. The childminder encourages children to discuss colour and shape recognition as they access a range of craft and malleable materials. She extends their learning further by introducing correct mathematical terms, such as rectangle, triangle, square and circles. This promotes children's communication skills incredibly well, as they

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who attend

eagerly take turns to join in the discussion and use these mathematical terms later on in the day to describe bricks as they build. This demonstrates how children are consolidating their learning. Children learn about the wider world in which they live through regular trips and daily walks to the local shops and parks. As well as complementing the activities provided in her home, this gives children the opportunity of being in larger group. In addition, through a good selection of resources, books and activities that explore different cultural events and festivals, children are developing a very positive awareness of similarities and differences in society.

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

The highly welcoming environment, and the childminder's friendly and positive interactions, help children feel relaxed and secure in her company. As a result of her calm and easy-going personality, children flourish in her care. Children form warm, trusting relationships with the childminder, which positively enhances their capacity for learning. These relationships are enhanced through the childminder's flexible settling-in procedures, which are guided by parents and children's individual needs. The childminder ensures that parents are able to take a very active part in their children's welfare. For example, she gains a wealth of information from parents about their children's likes and dislikes. She ensures a two-way flow of information through a broad range of techniques. For example, she completes a detailed daily journal, so that parents are actively involved in their children's daily routines, such as sleep times, food eaten and toileting. These are

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

significantly enhanced with the use of photographs of children engaged in activities and meticulous short observations to fully inform parents of the challenge and learning which has taken place. In addition, the childminder sends text messages throughout the day and holds parents' evenings at regular intervals to ensure her exceptional understanding of each child's individual needs is maintained. The childminder recognises when children require individual attention, reassurance, cuddles and calming processes through the day, such as when they need to rest or sleep or if they feel unsure of new experiences. This helps to promote their emotional well-being. Parents comment about how they really appreciate the daily discussions and detailed information they exchange. As a result, there is a true collaborative approach towards progressing children's learning and welfare.

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

Children's behaviour is excellent. This is because they are supported extremely well to understand how to manage their own behaviour and are constantly engaged in meaningful and challenging play. Children learn to respect and value the environment and develop an awareness of responsibility within the setting as they help to tidy away toys. Children are offered clear and consistent explanations about this and are encouraged to share, take turns and be considerate towards others. Children receive plenty of praise and encouragement from the childminder; this helps to boost their confidence and self- esteem. Resources are stored in clearly labelled baskets and children make independent choices about where they want to play. This enables the childminder to expertly tailor activities to meet children's individual needs. Children play in a safe and secure environment, both indoors and outside, and they demonstrate an excellent understanding

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

of keeping themselves safe. They learn how to use space and equipment in a safe way; this is particularly evident when children play outside on climbing and balancing equipment. As a result, children learn to manage risks well and recognise hazards for themselves. This also ensures they benefit from regular physical exercise and fresh air. Children are reminded about road safety as they go out in the car and for walks in the local area. For example, children talk about wearing seat belts and holding the childminder's hand when walking on the path, as she talks to them constantly about looking for cars when crossing the road.

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

Outstanding attention is given to encourage children to adapt healthy lifestyles and a healthy ethos is promoted at all times. Children are provided with nutritious and well- balanced meals, and this is an extremely sociable occasion where children relax and talk to their friends and the childminder. She gathers important information about the children's medical needs or special dietary requirements to ensure they remain healthy and safe. The childminder has attended a paediatric first-aid course and records all accidents and medication given to the children, to keep parents informed of children's well-being. This means that she can effectively deal with any accidents or minor injuries, and parents are reassured that their children are consistently well cared for. Good hygiene procedures, such as regular hand washing, are promoted at all times. Older children use the toilet independently and the childminder offers gentle reminders, such as to flush the

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

toilet and wash their hands. The childminder has good nappy changing procedures and ensures she maintains the privacy and dignity of all children when changing nappies. This helps them to learn about good personal hygiene and promotes their self-care skills. As a result, children are becoming well prepared for the routines of school.

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provision

A consistently high emphasis is given to protecting children. This is evident in the childminder's robust knowledge of safeguarding procedures and her extensive understanding of how to protect children from harm. Her safeguarding policy is clear, detailed and underpins her practice, including reference to the procedures to follow should she have any concerns about a child in her care. The policies and procedures also cover the use of mobile phones, cameras and the safe storage of photographs. The procedures are regularly reviewed and updated, and the childminder attends relevant safeguarding training. Thorough written and visual risk assessments are completed and cover all aspects of the home, garden and outings undertaken, and the childminder can expertly discuss the importance of minimising hazards. Visitor identification is obtained before entry to the premises to promote children's safety, and details are recorded in the

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provision

childminder's visitors' book. The childminder demonstrates a high level of commitment to promote children's safety and well-being. There are secure procedures in place to ensure the suitability of household members, and the childminder is fully aware of the need to inform Ofsted of any significant events which may impact on her registration. Completion of regular fire drills means children are aware of the procedures to undertake in the event of an emergency. Consequently, children's well-being and safety are supported even further.

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provision

The childminder has identified strengths and weaknesses through self-evaluation procedures, which provide opportunities for her to review and evaluate her provision on a regular basis. She involves parents and children in her evaluation and seeks their views through questionnaires and by assessing children's enjoyment and learning in the activities and resources that she provides. Parents are highly complimentary about the childminder and they are happy with the care and teaching that she provides. As a result, the childminder is always reflecting upon her practice and demonstrates an excellent commitment, drive and ambition to promoting improvement. In addition, she has successfully addressed all previous inspection recommendations and now ensures all fire detection devices are checked at regular intervals and has significantly enhanced the involvement of parents in their children's learning and the assessment process. The

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provision

childminder shows commitment to further professional development by attending relevant training events that become available and by gaining a level 3 childcare qualification. Excellent methods of observations, monitoring and assessment are established. As a result, children are making rapid progress in their learning because the childminder has an outstanding knowledge of the learning and development requirements. For example, she rigorously monitors the educational programme to ensure it is sharply focused on helping the children to achieve their next steps in learning. Excellent partnerships exist between other providers, the local school and parents, thereby ensuring children's needs are exceptionally well met. The childminder shares information in various ways including daily discussions, newsletters, daily journals and through the careful and appropriate use of emails and text messages. This means she is able to share

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provision

detailed information about the children, so all adults are able to contribute to providing support for the children in her care. The childminder understands how to access support from other professionals if required to enhance all aspects of children's care and development. Consequently, children's individual needs are quickly identified and exceptionally well met. Parents are highly complimentary about the childminder and they are extremely happy with the care and teaching that she provides.

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The Childcare Register

The requirements for the compulsory 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 EY440961 Local authority Leeds Inspection number 876118 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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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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