Childminder in Leeds

Inspection date

Previous inspection date 29/09/2014 18/02/2010

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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

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This provision is good

 The childminder is well informed about her responsibility to keep children safe. She understands the local authority safeguarding procedures. As a result, children are protected from harm.  Children are engaged, motivated and highly enthusiastic learners. This is because the childminder creates an inspiring environment where teaching highly motivates children to play, explore and find things out for themselves.  The childminder gives utmost priority to helping children to acquire communication and language skills and to develop their personal, social and emotional skills. This enhances all areas of learning and development.  The childminder develops excellent relationships with parents and they work together well. Communication between parents and staff is very good, which means that children's needs are quickly identified and very well met.  The childminder is highly sensitive to children's emotional needs and well-being. She

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This provision is good

displays a warm, caring attitude and a calm environment for children to thrive in. As a result of this, children form strong attachments and are confident in her care.

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It is not yet outstanding because

 The childminder has not yet fully developed partnerships with local providers to ensure that she continues to develop her already good practice, so that children are further supported to maintain the highest levels of achievement over time.

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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 viewed the premises and observed the children's activities.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked through children's observation files and checked evidence of the childminder's qualifications and a selection of policies and procedures.

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Inspection activities

 The inspector reviewed a range of documentation, including records relating to the suitability of adults in the household.  The inspector took account the views of parents provided through written feedback.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 12 and six years in Moortown, a suburb of Leeds. The whole of the ground floor is used for childminding. There is an enclosed garden for outdoor play. The childminder attends toddler groups in the local community and groups at the local children's centre. The childminder visits the shops and park on a regular basis. She takes and collects children to and from school. There are currently six children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates Monday to Friday, from 7.30am to 6.30pm, during school terms. 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:

 maintain the highest levels of achievement for all children, for example, by continuing to develop partnerships with local providers, in order to build on the childminder's already excellent practice with regards to children's learning and development.

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who attend

The childminder demonstrates excellent knowledge and understanding of the Early Years Foundation Stage. The quality of teaching is consistently of a very high standard. When children start in the setting, the childminder collects a wealth of information from parents about what children already know and can do. She uses this information, along with her own observations, to clearly identify children's next steps in learning and development. The childminder then skilfully plans challenging activities and experiences, which engage, motivate and excite children. For instance, children explore the sounds they make when banging different objects. The childminder quickly identifies this interest and provides different surfaces to create different sounds. She commentates as children play and explore, modelling language, such as number, size and time. The childminder has a clear focus on helping children to acquire communication and language skills and to develop

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who attend

their personal, social and emotional skills. This helps to prepare children for their next stage in learning. Consequently, children make excellent progress in all areas of their learning and development.

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who attend

The childminder allows children to lead their own play. She asks stimulating questions, providing children with opportunities to extend their thinking, giving children time to respond. For example, the childminder can see what children are trying to do. She waits and provides children with prompts for their thinking alongside raise and encouragement, which supports children to achieve their goals. This has a high impact on children's motivation and enthusiasm, which significantly enhances their learning. Children concentrate and think through their activities. They have a go and keep on trying with the expert support from the childminder who is nearby to support should they need it. The environment fully encourages children's exploration. They move freely between activities, to which they can return. The childminder immediately follows children's emerging interests as they try to push buttons on the television. She acts swiftly and provides

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who attend

children with buttons that they can press and toys that they can turn on and off. Children consistently demonstrate the characteristics of effective learning.

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who attend

The milestones that children achieve are effectively shared with parents. This is because there are excellent systems for communication in place, such as daily conversations, text messaging, diaries and emails. Parents look at their children's learning journey files and add their comments. They actively contribute to children's learning through sharing information from home about their children's achievements and interests. The childminder monitors the progress that individual children are making and looks in depth, each term, at the stage of their development across all seven areas of learning. She uses a tracking grid provided by the local authority, which indicates the current age band that children are working in. The childminder has good knowledge of the of the progress check for children between the ages of two and three years. Parents know that their children are making very rapid progress. They ask the childminder to support older children in specific areas,

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who attend

such as reading and spelling. Excellent communication and close partnership working means that children's needs and interests are very quickly identified and exceptionally well met.

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

The childminder is highly sensitive to children's emotional needs and well-being. She displays a warm, caring attitude and a calm environment for children to thrive in. There is a good range of resources for children to use, which are easily accessible to children. This means that they can make their own choices and continue to develop their independence. The childminder plays alongside and speaks to children at their level, so that she can respond to their emerging needs and feelings. Because of this, children are secure and confident in her care. When children become frustrated, the childminder attends quickly to them. For example, on choosing a toy train, the child is unable to take the driver out of the seat, as they can with another train. The childminder acknowledges their frustration and explains 'you're thinking of the other train'. The child accepts the childminder's explanation and continues to play.

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

The childminder has excellent knowledge of the children in her care and this ensures that their emotional well-being is paramount in her daily practice. This is because she takes time to collect relevant information from parents when children start at the setting. The childminder makes ongoing assessments about children's well-being. She prepares them for sleep time when she notices that they are tired and she talks to them about what is happening. This reassurance and preparation ensures that the childminder meets children's physical and emotional needs. This is because she sensitively prepares them for changes during their daily routine. Parents are happy that they have opportunities to talk with the childminder every day. They say that the care that the childminder provides is excellent.

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

Children are supported in developing other healthy practices, such as before snack time. A step is available, so that the youngest children can reach the sink on their own. The childminder makes these practices fun, encouraging children to use soap to make bubbles as they sing 'rub-a-dub dub' and they wash and dry their hands using their own towel. Children respond well to these care routines, demonstrating that they are embedded and familiar in their daily experience with the childminder. The childminder joins in with snack time using it as another opportunity to teach children through daily routines. She eats her fruit and drinks her water with children, and is a good role model, promoting snack time as a social occasion where children talk and share. The childminder models using manners, such as please and thank you and demonstrates safe eating practices. She manages behaviour well, as she talks to children letting them know what is happening

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

next, while allowing them to show preferences and make choices. This means, children behave well because boundaries and routines are consistent.

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

The childminder is very aware of potential risks within the environment and while on outings. She puts clear actions into place to reduce and minimise risks and has written risk assessments, which support her in this process. For example, the childminder identifies the folded highchair as a falling hazard and moves it away from the children's play area. The childminder promotes, even the youngest children's understanding of the potential risk associated with the fire, using positive instruction. She reminds children that they must 'come away, it is hot' and children understand what is expected because the childminder uses simple language that they can understand.

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provision

The childminder knows how to safeguard and promote children's welfare and takes the necessary steps to do so. Appropriate checks have been completed to confirm the suitability of those living or working on the premises. This ensures that they are suitable for their roles. The childminder knows the potential signs of abuse and understands the steps she would take if she were concerned a child was being abused. The safeguarding policy includes information about the safe use of mobile telephones and cameras. The childminder has a comprehensive set of policies and procedures, which are shared with parents when their child starts in the setting. This means that parents are well informed about the day-to-day procedures that underpin her practice. The childminder takes appropriate precaution to ensure that the environment is safe for children. She carries out comprehensive risk assessments and action is taken to ensure that hazards in the

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provision

environment or during activities are identified and minimised.

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provision

The childminder accurately monitors the range of experiences that she offers to children. She uses this information, alongside her observations, to identify areas of learning and development to focus teaching and learning on. This ensures that children make very rapid progress towards the early learning goals. The childminder has completed a comprehensive programme of professional development. Because of this, she has first- rate knowledge, understanding and practice. The childminder recognises the importance of self-evaluation and self-reflection. She knows what her strengths and priorities for development are, and what she needs to do in order to improve.

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provision

The childminder and parents have daily discussions, during which they reflect on what children have enjoyed, learnt and the progress that they have made. For example, the childminder showed a parent the large cardboard box that her child enjoyed playing with that day. The parent then introduced playing with boxes at home. This very good communication about how learning impacts on children's experiences both in and away from the setting. Parents complete questionnaires, which help to shape the childminder's practice. The childminder uses this feedback in her self-evaluation. This gives parents a voice and keeps them involved in children's learning and development. The childminder has children who attend before and after school. She shares information from school with parents, so that a consistent and positive experience is provided for the children. The childminder has established relationships with other professionals, such as the health

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provision

visitor. She asks for advice for children and their families about issues, such as healthy eating. However, partnerships with local providers are not yet fully developed to further support children to maintain the highest levels of achievement over time.

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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 EY257864 Local authority Leeds Inspection number 877544 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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