Ingram, Patricia

Inspection date

Previous inspection date 18/09/2014 26/04/2010

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Highly effective teaching strategies are in place to help children develop early language and communication skills and to support their physical, personal, social and emotional development. As a result, all children are extremely well prepared for their next stage in learning, including school.  The childminder has a calm nature and offers a very welcoming, homely environment, which helps children to settle rapidly and build very secure attachments with her. Consequently, children are happy and feel safe in the childminder's care.  The childminder's excellent knowledge of safeguarding ensures that children in her care are very safe. She also effectively supports children's understanding of how to keep themselves safe.  The childminder very effectively reflects on the service that she offers to parents and their children. An astute and well-targeted programme of professional development always focuses on the impact for children, which means that they make excellent

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This provision is outstanding

progress from their starting points.  The childminder has exceptionally strong partnerships with parents. Information is shared very effectively. As a result, children's development is greatly enhanced.

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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 spoken to on the day of the inspection and provided through information included in the childminder's own parent survey.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in Richmond Hill. The whole of the house is used for childminding. The family have a rabbit, fish and a hamster as pets. She collects children from the local schools. There are currently 11 children on roll, seven 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. She supports children who speak English as an additional language. 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:

 enhance the already excellent sharing of information about children's starting points, in order to engage parents even more successfully in their children's learning from the very start.

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who attend

Teaching is outstanding. The childminder has excellent skills and knowledge of the learning and development requirements and a superb understanding of how children learn. As a result, children thrive and are well motivated to learn in this extremely high- quality setting. The childminder provides an exceptional educational programme through rich, varied and imaginative experiences. This ensures that children make rapid progress in all areas of learning and development. Children consistently demonstrate the characteristics of effective learning. There is an extremely sharp focus on helping children to acquire communication and language skills and on supporting physical, personal, social and emotional development. Furthermore, very strong links with parents are firmly established and they fully contribute towards learning activities. This means that children are exceptionally well prepared for school and their next stage of learning. The

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who attend

childminder values the way children prefer to learn and provides lots of opportunities for them to experience a wide range of learning environments, many of them outdoors. Older children show good control and coordination. They move confidently in the outdoor area and handle equipment, tools and resources effectively. For example, they show increasing precision with rolling malleable dough, balancing on the low beam and hoping and skipping during a game of hopscotch. As a result, they develop their physical skills to a very high level.

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who attend

The childminder provides an excellent range of resources and there is a sharp focus throughout the setting to promote all areas of learning and development. Children develop their communication and language skills as they show interest in familiar sounds. The childminder encourages them to repeat familiar words and gives opportunities for children to speak and listen in order to participate fully. Babies understand what is being said to them as they begin to point and gesture and use single words to communicate. This is because the childminder is highly knowledgeable and well trained. Therefore, she understands individual children's learning needs. She provides a wealth of experiences to help children develop positive attitudes about themselves and people from different cultures to their own. Therefore, children are learning about their similarities and differences and about the diverse community around them. Older children read and write

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who attend

as appropriate for their stage of development. For example, the older children successfully read their own name labels and younger children explore making marks with their fingers in the paint. This means all children's emerging writing skills are equally valued by the childminder. Consequently, children are highly motivated to learn. The childminder is inspirational in how she encourages children to be imaginative and make connections in their thinking. For example, children enjoy favourite animal stories in the park, which are then re-enacted in their play indoors and outside. They learn how to look after the family pets and sing 'Old Macdonald' while they play and visit the farm.

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who attend

Imaginative play is very strong in the setting. For example, children pretend to go on a tiger hunt, chanting a familiar refrain from a favourite story, as they creep along looking for the tiger and encouraging the childminder to be quiet and listen to the tiger's roar. Singing songs is another particularly strong feature of the setting and children enjoy distinguishing sounds in a variety of ways. For example, they enjoy a wealth of familiar songs and often sing songs such as, 'Twinkle Twinkle', while they play. Consequently, all children demonstrate a love of singing and confidently develop their communication skills. Teaching is extremely effective and assessment procedures are rigorous, meticulous and highly comprehensive. The childminder enthusiastically plans for children's learning using the information gathered from parents on entry to the setting. Every child has an individual profile and a record of learning that is first class. The childminder has a wealth

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who attend

of knowledge about every child's learning needs because she carefully observes children, and this information is also used to inform planning. Relationships with parents are exemplary and make a highly successful contribution to meeting all children's needs. Parents speak to the childminder on a daily basis. They contribute to learning files, which are shared on a regular basis as a communication tool. Parents receive a monthly review of their children's development with ideas on how to extend their children's learning at home. Parents comment on how successful these ideas are. For example, the childminder shares innovative ways of children being able to develop their physical abilities with parents who have limited access to the outdoors. These excellent relationships actively contribute to children's outstanding learning and progression.

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

The sensitive, caring interaction between the childminder and children ensure that all children form positive and trusting relationships. Children settle very quickly because the childminder finds out meaningful information from parents about their child, to ensure all children's needs are known and effectively met. The childminder supports children to feel extremely secure and comfortable with routines. As a result, superb close relationships are fully established, supporting children's well-being and all-round development. These strong emotional attachments provide a solid foundation for children to develop their personal, social and emotional skills. Children respond to appropriate boundaries as the childminder provides dynamic encouragement and support. She acts as a good role model using positive communication strategies and a calm approach to help children understand about acceptable behaviour. She has an excellent knowledge of behaviour management,

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

and consequently, children's behaviour is outstanding.

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

The childminder effectively promotes children's independence and sense of responsibility through an excellent balance of child-initiated and adult-led experiences. Children talk about and count how many fruit and vegetables they have eaten that day. Consequently, they fully understand about healthy lifestyles, enjoy the meals and eat competently. The childminder actively helps children to learn how to be healthy such as, washing their hands before lunch and positively promoting healthy foods. Children effectively manage their own self-care appropriate to their age because the childminder provides good guidance and gives them time to complete tasks. For example, children competently wash their hands after a messy painting activity.

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

Children learn about keeping safe through highly effective teaching strategies. For example, the childminder encourages older children to discuss ways to keep themselves and the younger children safe while visiting an historic abbey or playing in the local park. Consequently, children learn how to take age-appropriate responsibility for their own well- being and show a mature understanding of the importance of caring for each other. This ethos is consistent throughout the setting, resulting in outstanding progress in personal, social and emotional development for all children. The learning environment indoors and outside is very good, and the childminder makes innovative use of additional environments such as, the park, the farm, and dance and music groups. These collectively make an outstanding environment in which children can play and learn safely in a myriad of ways. The variety of experiences also means that children are confident in new situations and

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

have a positive attitude towards new experiences. This helps them to be emotionally prepared for the move to school. To further prepare children for the move, the childminder works closely with local schools and has devised effective transition strategies in partnership with parents.

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provision

Safeguarding procedures are outstanding. The childminder prioritises children's safety and has an excellent awareness of the safeguarding and welfare requirements of the Early Years Foundation Stage. She is competent in the procedures to follow and who to contact in the event of any concerns about a child in her care. The childminder has undertaken safeguarding training and follows appropriate procedures to protect children at all times. An extensive range of policies and procedures successfully underpin daily practice and regular reviews of these are carried out to ensure that best practice is always followed. Extensive risk assessments are in place for all areas. The home, garden, any outings and all resources are checked to ensure children's safety remains paramount. The childminder fully understands the importance of ensuring all adults working with the children or living on the premises are vetted to assure children's welfare.

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provision

All of the areas identified for improvement at the previous inspection have been addressed. Therefore, children's safety and their development have been enhanced. Self- evaluation is well documented and highlights the strong emphasis on maintaining high levels of achievement for all children. Strengths and weaknesses are clearly identified and focused improvement plans are in place to secure continuous improvement. In addition, self-evaluation incorporates the views of the childminder, children and parents. Consequently, it is well focused on improving outcomes for children. The childminder has a vision to provide an excellent service for the children and their families. She is highly motivated in her continuous professional development and is continually seeking ways to develop her own skills. She attends a wealth of training, which she then uses to enhance her teaching skills. This contributes towards the excellent progress that all children make

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provision

in their learning. The childminder monitors her practice to ensure that children continually receive an outstanding service. She has identified ways to improve children's learning and development even further. For example, she plans to develop a new way of sharing information about children's starting points with parents, so that an even more collaborative approach is in place, to enhance children's experiences from the onset.

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provision

The childminder monitors children's learning closely using appropriate guidance documents. She knows the children extremely well and is able to provide an exciting educational programme that enthuses and motivates children. As a result, children are developing a positive disposition to learning. Highly effective partnerships between other professionals, external agencies and other providers are evident and are well established. These contribute to meeting children's individual needs effectively. The childminder has excellent relationships with parents. Effective communication systems ensure that parents are kept fully informed of their children's progress. Children's artwork and informative displays cover the walls. These illustrate the breadth of activities that children are actively involved in during their time at the setting. Parents are provided with a variety of opportunities to support and share information about their children's learning and

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provision

development at home. Children are extremely well prepared for their next stage in learning and well prepared for their transition to school. Feedback from parents is overwhelmingly positive and describes the good progress made by children at the setting. For example, parents comment that 'at home we encourage him to do what he does at the childminder, for example, gymnastics, I am so happy with his development'. The childminder's passion and commitment to providing tailored care and learning ensures that all children achieve exceptionally well, given their starting points, and are all supported as unique individuals.

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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 EY402389 Local authority Leeds Inspection number 874123 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

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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