Childminder in Leeds

Inspection date

Previous inspection date 22/09/2014 24/05/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder helps to keep children safe through the implementation of a varied range of policies and procedures that contribute to promoting and safeguarding children's welfare.  Children build secure attachments with the childminder. As a result, they demonstrate emotional security and enjoy their time at the childminder's.  Partnerships with parents and other providers are positive. The childminder exchanges information regularly, to keep them all advised of children's progress.

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It is not yet good because

 On some occasions, not all children's hours of attendance are correctly recorded. As a result, children's well-being is not always fully supported.  Observations and assessments are not fully effective to enable the childminder to identify and plan for children's next steps, so that she can help the children make as much progress as possible.  Children are not always provide with sufficient opportunities to engage in activities that enable them to explore and work creatively.  The approach to self-evaluation is not robust enough to fully support improving the childminder's personal effectiveness and the provision for children.

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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 the childminder caring for and playing with the children.

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Inspection activities

 The inspector had a tour of the childminder's home, including the kitchen, garden and play areas.

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Inspection activities

 The inspector spoke to the childminder about her practice at appropriate times during the inspection.

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Inspection activities

 The inspector checked evidence of suitability checks carried out for all adults within the home and the childminder's self-evaluation and development plan.

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Inspection activities

 The inspector sampled children's progress records and a range of documentation, including the safeguarding policy, children's registers and accident and medication records.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 11 and 15 years, in Alwoodley, Leeds. The whole of the ground floor and the rear garden are used for childminding. The family has goldfish as pets. The childminder attends a toddler group 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 20 children on roll, five 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 6pm, Monday 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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must:

 ensure that hours of attendance are recorded for all children, on all occasions

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must:

 develop further the use of observations and assessments to plan challenging learning activities that reflect more closely children's individual next steps and interests.

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

 provide children with further opportunities to explore and engage in creative activities, for example, by providing children with a wider a selection of painting resources, such as, different sized brushes, dabbers, a good selection of colours, mixing palettes, water pots and a selection of paper, to encourage them to create work independently

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

 use self-evaluation more effectively to prioritise areas for improvement, in order to maintain and develop the quality of the provision.

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who attend

The childminder has a satisfactory understanding of the areas of learning, how children learn and the activities that support them. She collects observations and assessments on children's achievements, sometimes summarising their learning. The childminder talks to parents about children's interests at home to give her a wider understanding of their development. However, she does not consistently use the information she collects to identify children's next steps or to provide individually tailored learning experiences. This impacts on children's levels of challenge and enjoyment, and children do not make good progress towards the early learning goals. Although some activities are not well planned, they are generally enjoyed because the childminder knows the children well. For instance, with the support of the childminder, children enjoy reading stories and building with bricks. The childminder has a suitable understanding of her responsibility in completing

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who attend

the progress check for children aged between two and three years, and provides parents with a written summary. This provides some information to reassure parents that their children are meeting their milestones, and to identify any areas in which children may require additional support.

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who attend

The childminder fosters children's communication and language development suitably. She takes time to listen to the children as they talk about the activities they are taking part in and make links to their home life. This promotes the children's self-confidence and challenges their thinking. For example, children talk about their recent holiday and starting nursery. The childminder sings popular songs and rhymes with the children and they have fun with action rhymes, spontaneously including these throughout the sessions. As a result, children are developing positive attitudes to learning, such as developing their levels of concentration and attention, which prepares them adequately for their future learning and eventually school. Children learn movement skills effectively. Children have access to the outdoor area and visit the school playground at least twice a day. Here, they run around together, climb and balance well on equipment, and socialise as they play

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who attend

Mathematical skills are taught suitably. Children count while they play and use mathematical language, such as 'big' and 'bigger', as they build towers. Children's literacy skills are developing as they have access to a range of writing resources and books. For instance, they enjoy making marks and choosing stories to share with the childminder. Regular outings to the park and play centres further support the development of their physical and social skills. Children are taken out and about in the community, where they get to meet a wide range of people. Children learn about the similarities and differences between themselves and others as they look at photographs of their families, a wealth of cultural and diversity resources and displays which further support their understanding. Children explore toys and show curiosity, for example, a child shakes a string of beads, investigating how it makes a noise. They also develop an understanding of early

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who attend

technology as they investigate push-button toys, such as a toaster and microwave oven. Children develop their imagination as they play in the role-play kitchen where they enjoy pretending to make a cup of tea and chicken dinners for the childminder. Children are eager to participate in a painting activity to enhance their creativity, which the childminder has planned. However, the limited selection of paint colours, small brushes and over- direction of the activity do not support children to work creatively and do not support them to create their own masterpieces.

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

Children demonstrate they are relaxed and settled as they move around the childminder's home with ease. They confidently approach her independently for support and involve her in their play, as they take her hand to play together. As a result, children demonstrate emotional security and enjoy their time at the childminder's. Children have access to a variety of toys to make choices about their play. Flexible settling-in routines enable children to get to know the childminder and her family, building their confidence. Parents are encouraged to share information about their children's routines, preferences and any dietary or medical conditions. Consequently, children build secure relationships with the childminder and she appropriately meets their individual care needs.

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

The childminder supports children to learn develop their behaviour appropriately and ensures that they have clear boundaries and rules to adhere to. For example, they know to share with their peers, which adequately promotes their personal, social and emotional development. The childminder ensures children receive positive praise when they succeed at their activities, which suitably promote their self-esteem. In addition, she encourages children to become polite, using words such as 'please' and 'thank you'. She reminds children to walk inside and to sit properly at the table. Consequently, children's awareness of managing their own safety is appropriately promoted. They are also supported to take risks in their play when they explore the large equipment in the outdoors, and the childminder offers support if needed. Safety within the home is good. Children cannot leave unattended and safety measures are in place, such as locks on external doors and a

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

fully enclosed garden. In addition, all visitors' identification is checked and they are required to sign in and out. However, children's well-being is compromised in the setting because the childminder does not follow procedures to keep them safe at all times, especially in the event of an emergency. For example, registers of children's hours of attendance are not accurately maintained for all children.

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

Children's independence is good. They freely choose their activities, put on their own aprons and independently use the bathroom. Healthy lifestyles are appropriately promoted as the childminder provides a balance of meals and snacks freshly prepared on the premises. Allergies and requests are respected and the childminder ensures these are addressed at all times. Children gain an awareness of the importance of exercise and physical activity as they participate in daily walks and outdoor play in the fresh air. Children are learning about good hygiene routines as they are reminded to wash their hands before eating and after using the toilet. The childminder is a good role model as she consistently demonstrates good standards of cleanliness. For example, wiping tables when children sneeze and washing their hands immediately after wiping their nose. The childminder has completed a paediatric first-aid course to ensure children's safety and

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

well-being are supported following an accident or injury.

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provision

The childminder shows a satisfactory understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. Safeguarding policies and procedures are in place, which include the procedure to be followed in the event of a concern or an allegation being made against the childminder. Policies and procedures also include guidance and ways to inform the Local Safeguarding Children Board and Ofsted, which the childminder fully understands. Risk assessments and daily visual checks are used well to help ensure that the environment is safe for children who attend. Fire drills are recorded and carried out regularly, to promote children's safety. Medication and accident records are thoroughly maintained, to promote children's well-being and keep them protected. However, daily registers of children looked after on the premises and their hours of attendance are not always correctly completed. This is a breach of the requirements of the

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provision

Early Years Foundation Stage and both parts of the Childcare Register.

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provision

The childminder has a satisfactory understanding of her role in meeting the learning and development requirements, including the extent to which she monitors the planning and delivery of the educational programmes. However, planning and assessment are not rigorously monitored to ensure they are precise and consistent. Consequently, children's abilities, skills and progress are not accurately assessed. Self-evaluation is being completed and identifies some strengths in the provision and the childminder's personal effectiveness. However, this lacks rigour and fails to routinely take into account the views of parents and children to promote even higher levels of achievement for all children. As a result, the childminder has only addressed some of the actions and recommendations from her last inspection, with regard to completing comprehensive risk assessments and ensuring parents are greater involved in the children's development. This demonstrates

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provision

that the childminder has a satisfactory ability to improve.

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provision

Parents are appropriately informed about the provision, in order to make an informed choice about their children's care and education and ensure a consistent approach. For example, the childminder shares her policies and procedures and details about additional aspects of her provision, upon children's enrolment. She keeps parents updated on what their children do through daily friendly exchanges when they drop off or collect their children. Parents comment in letters and cards that their children are happy at the childminder's and that she is very friendly and approachable. The childminder understands how to access support from other professionals, if required, to enhance all aspects of children's care and development. The childminder has established good links with the local school. She offers a morning and afternoon drop-off and pick-up service and visits the school on a daily basis, liaising with the class teachers and passing on relevant information

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provision

to parents. This ensures that children's development is effectively enhanced and that they are prepared for the move to school and their future learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep a daily record of the names of children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register)  keep a daily record of the names of children looked after on the premises and their hours of attendance (voluntary part of the Childcare Register).

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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 EY360129 Local authority Leeds Inspection number 878433 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 20

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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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