Childminder in Leeds

Inspection date

Previous inspection date 23/09/2014 12/12/2011

p.1

early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 The childminder is very knowledgeable about children's stages of development and their interests. Consequently, she plans a wide range of activities to stimulate children and engage them in play.  Children's routines are closely followed by the childminder. This means children's well- being is supported successfully and all children feel safe, secure and confident in her care.  The childminder has a very positive attitude to continually developing her service. She actively seeks the views of parents and keeps them informed of any changes she makes.  Children are very well safeguarded by the childminder because she continuously updates her knowledge and understanding of safeguarding issues. She knows where to seek advice and support from and regularly attends safeguarding training.  Children are developing high levels of confidence and self-esteem. This is because the childminder praises children while they play and shows genuine interest as they

p.1

It is not yet outstanding because

 Partnerships with some schools are not yet fully established in order to share information about children's development as they transition from the childminder's setting to school.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the lounge and kitchen.

p.2

Inspection activities

 The inspector held conversations with the childminder and children throughout the inspection.  The inspector sampled children's observations, planning and assessment records.

p.2

Inspection activities

 The inspector checked evidence of the childminder's suitability, qualifications, policies, procedures, risk assessments and self-evaluation documents.

p.2

Inspection activities

 The inspector took account of the views of parents through parent questionnaires and letters.

p.2

Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and son, aged eight years, in a house in Tingley, Wakefield. The whole of the ground floor, master bedroom on the first floor and the rear garden are used for childminding purposes. The family has a pet rabbit. The childminder attends a toddler group and visits the shops, park and local wooded area on a regular basis. She collects children from the local schools and pre-schools. There are currently seven children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

p.3

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

 strengthen partnerships with the different schools children attend so that information regarding children's learning and development is regularly shared.

p.3

who attend

Children make good progress in their learning and development because the childminder consistently teaches them well. She ensures that a range of resources and activities are planned to meet children's interests and support their next steps in learning. Children demonstrate repetitive patterns of behaviour and enjoy transporting different resources from one side of the room to the other. The childminder extends this by providing a range of boxes and baskets to allow children to continue and extend their interest. Other children demonstrate good mathematical skills as they count numerals in a book. The childminder extends this by counting the number of letters delivered by the post lady. This supports children to use mathematical language in real life situations. Babies are supported to explore a range of natural resources. The childminder ensures these are safe to be explored with by babies' hands and mouths, in order to help them make sense of

p.3

who attend

the world around them. They concentrate for prolonged periods of time as they actively learn.

p.3

who attend

The childminder plans for each child's individual needs. She knows them all well and constantly observes them during play, before planning new activities to support their development further. Regular tracking of their progress ensures that the childminder quickly identifies any gaps in learning and closes these promptly. Children's progress is shared with parents. For example, the childminder completes the progress check for children between the ages of two and three years with parents. She provides them with a short written summary and discusses their individual needs and next steps. Parents are very complimentary about the childminder and her sharing of information. Activities and outings are recorded in children's daily dairies and shared with parents each day. This means parents are informed of what their child has been doing.

p.3

who attend

Children are developing good communication skills. They hold long conversations with the childminder and they demonstrate a wide vocabulary. The childminder engages in children's conversations, repeating words and supporting them to speak clearly. She listens intently and shows genuine interest in what the children say. Children engage with visitors and delight in sharing their experiences. They display high levels of confidence and self-esteem. They talk about the childminder's house and their interest in cartoon characters. Babies also display confidence as they move around and select the resources they wish to play with. The childminder communicates with them constantly, both verbally and through using eye contact. Children's communication and social skills are developing very well and are vital for future learning.

p.4

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

All children are very settled and happy in the childminder's care. The childminder has created strong relationships with children and parents. She understands that parents often feel anxious when leaving their children in care. Therefore she tailors the settling-in process to meet the needs of both the child and the family. Children attend trial sessions on the days they will normally attend. This means they meet children who will also be attending those days and they have the opportunity to make friends with each other. This supports children's personal, social and emotional development well. The childminder works in partnership with parents to learn and follow children's individual routines. These are written down and followed closely. As a result, children's care between home and the setting is complemented.

p.4

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

Children behave very well. This is because the childminder knows children well, engages them in play and follows their routines. Children help to tidy up and the childminder praises their efforts. The childminder reminds children to say please and thank you. As a result, they are developing good manners and know the rules and boundaries of the setting. The childminder teaches children how to stay safe and recognise dangers in the environment. She talks about road safety when on walks and routinely practises emergency evacuations with them. Children know to wait by the door when it is time to go upstairs to have a sleep because the childminder teaches them not to climb the stairs without her. The childminder is knowledgeable about how to keep children safe.

p.4

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

The childminder provides healthy and nutritious meals and snacks. All meals are freshly cooked on the premises. The childminder provides a light lunch and ensures that the evening meal is balanced and filling. For example, fish pie, stews and roast chicken dinners are among children's favourite meals. Fruit is available for them during the day and fresh water is always accessible. Children enjoy a variety of exercise opportunities each day. Regular walks to the nearby wooded area and park allows children to run and exert their built up energy. The childminder ensures children are dressed appropriately for different weather conditions because children access the outdoors even in inclement weather.

p.4

provision

Children are safeguarded very well. The childminder has very good knowledge and understanding of how to protect children from harm. She has attended safeguarding training and keeps her knowledge refreshed by subscribing to newsletters from the local safeguarding board. The childminder knows the different types of abuse, how to recognise the indicators of abuse and who to contact for professional advice and support. All adults living on the premises are checked and suitable to be in contact with children. The childminder risk assesses her premises and resources constantly. She notes any hazards and minimises any risks promptly. The premises are secure because the childminder ensures doors and gates are locked. Furthermore, safety gates are in place and cupboards are fitted with safety locks.

p.5

provision

The childminder has a very positive attitude to continuous development. She has evaluated her service and knows her strengths and areas she would further like to improve. She has put in place the recommendations from her last inspection and welcomes any advice and support. The childminder accesses a range of training courses in order to further her knowledge and understanding of childcare issues. She has recently reflected on her planning and changed the way she collects information when children first start in her care. This means she has a clear understanding of children's capabilities. As a result, children are supported well to make good progress in their learning and development from their starting points.

p.5

provision

Partnerships with parents are very positive. The childminder issues questionnaires regularly and gathers feedback. All questionnaires received highly praise the service the childminder offers. She updates parents regarding changes to her service and asks for their opinions. The childminder has a wealth of letters and compliment cards from parents. The childminder has created very good relationships with the local authority advisor. She welcomes her advice and acts upon any recommendations quickly. Partnerships have been created with the local primary schools that children transition to and information is shared with these schools. However, as yet partnerships with schools that children attend, which are not in the locality, are not yet fully embedded. As a result, children's development is not always consistently shared.

p.5

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

p.5

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

p.6

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.

p.6

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.

p.7

Setting details

Unique reference number EY357211 Local authority Leeds Inspection number 878388 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.8

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,

p.8

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’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9