Crosby, Lisa Elizabeth

Inspection date

Previous inspection date 09/10/2014 15/11/2010

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early years provision

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

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This provision is good

 Children are happy, confident and self-assured. They have strong attachments to the childminder, who is very caring and attentive to their needs. As a result, children's emotional well-being is supported well, which helps to prepare them for school.  The quality of teaching is good. Effective questioning helps to develop children's understanding and thinking skills during activities. As a result, children are highly motivated to explore, learn and develop and make good progress.  The childminder has a good range of policies and procedures that ensure her practice is implemented consistently and as a result, children are protected from harm.  The childminder uses regular assessments to monitor children's progress. This ensures that activities are planned around children's interests and needs and successfully supports their development across the seven areas of learning.

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It is not yet outstanding because

 The childminder provides fewer opportunities for parents to routinely share details about what children are learning at home, so this can be taken into account when planning activities, to extend their learning even further.  The childminder does not always maximise opportunities to promote children's independence skills, for example, by providing them with daily opportunities to self- serve at mealtimes.

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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, the assistant 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 and the assistant at appropriate times throughout the visit.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and the assistant 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 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to work with a co- childminder and four childminding assistants at different times throughout the week from a three storey house in Middleton, Leeds. The whole of the ground floor, two bathrooms, two playrooms on the third floor and an enclosed rear garden are used for childminding. The childminder attends activities at local children's centres and toddler groups and regularly visits local parks and libraries. The family has two pet dogs. The childminder collects children from local schools and nurseries. There are currently 27 children on roll, of whom 20 are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional

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Information about the setting

Association for Childcare and Early Years.

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

 enhance opportunities for parents to share details of what their children can do at home, so this can be taken into account when planning activities, to extend children's learning even further

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

 maximise opportunities to further promote children's independence skills at mealtimes, for instance, through providing daily opportunities for children to self- serve and make choices about the food they eat.

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who attend

The childminder has a thorough knowledge of the learning and development requirements of the Early Years Foundation Stage. She interacts well with the children and provides interesting play opportunities that they enjoy. The childminder supports children's development well because she understands the importance of getting to know each child and their family. For example, she obtains information from parents about what children like and can do through daily discussions and their settling-in visits. The childminder undertakes regular, in-depth observations of children, which she uses to plan activities that support them to make good progress in their next steps in learning. For example, she aids children in developing their mark-making skills as they use a range of tools to mark, squash and manipulate. The childminder encourages children to develop their physical abilities as they have daily opportunities to play, ride, run and climb outside and they have

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who attend

regular trips to the local park. The childminder makes careful notes to ensure that each child is developing across all seven areas of learning. She maintains an individual learning file for each child that contains many interesting photographs for parents to view, alongside her observations, evaluations and assessments. She shares these with parents to ensure that they are provided with clear information about their child's development. The childminder talks to parents when they collect their child about what they have been doing that day and their care routines. However, the childminder does not always make best use of the invaluable information gained at these times, in order to further enhance children's learning.

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who attend

Children choose where they play, indoors or outdoors and have a good range of toys and equipment available. The childminder stores these in containers that they can easily reach, which are labelled. This helps children to understand that print carries meaning. Children thoroughly enjoy playing cooperatively together as they roll the balls to each other and gleefully chase them down the slope. The childminder and her assistant place a high priority in supporting young children to develop their communication and language skills and ensure that they get down to their level and speak clearly and directly to them, using simple words that they can repeat. They sing favourite songs, such as 'Sleeping lions', to children over and again, each time enthusing them to join in through their tone and facial expressions. As a result, children are acquiring the skills they need for their next stage in learning.

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

The childminder provides a very homely, immaculately clean and welcoming environment for children and their parents. Children settle rapidly within her care because she sensitively lets them take things at their own pace. As a result, both children and their families develop strong attachments with the childminder. The childminder obtains useful information from parents prior to their children starting with her. This ensures that she is fully aware of children's individual needs, abilities and preferences, to help them to make a smooth move between home and the childminder's care.

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

The childminder promotes children's good health and well-being. Children talk about their favourite foods as they eat fruit at snack time and happily talk to each other about special occasions, such as their birthday celebrations. Children's independence skills are supported as they are actively encouraged to manage their own self-care needs, such as hand washing before eating and putting on their shoes independently. As a result, good hygiene routines are promoted positively and they are developing independence skills ready for school. However, the childminder does not always give children opportunities to maximise their independence and choice through mealtime routines. For example, children are not supported on a daily basis to self-serve their meals and drinks at lunch times. Children have access to fresh air daily as they enthusiastically play on the peddle cars, climb in the castle and bounce on the aeroplane see-saw in the outdoor area. The outdoor play area

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

has been extensively resourced which includes artificial grass. Alongside this, children frequently visit the local park and go on walks, learning that exercise can be fun.

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

Clear explanations and boundaries help younger children begin to develop their skills in managing their own behaviour. Children learn to share and take turns under the childminder's guidance, which means that they play happily together and they are learning to treat each other with respect. For example, children share out the dominoes to each other during a group activity and apologises to their friends when they accidently bump them during play. The childminder and her assistant praise children when they show care and consideration for each other. As a result, their self-confidence is raised and they feel valued. In this way, children learn how to play cooperatively together. This prepares them well emotionally and socially for their future moves to other settings and school.

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

Children's safety in the home is well assured as the childminder teaches young children to take care when moving from the indoors to outdoors and she maintains good safety procedures around the home. As a result, children are learning to keep themselves safe. The childminder understands that sleep and rest are important. She organises her routines to meet children's individual needs. Also, she works closely with parents to ensure that routines, which are followed, are consistent with the child's home. As a result, children are able to sleep comfortably according to their needs. This contributes further to the continuity of care between the children's parents and the childminder.

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provision

The childminder has a clear understanding of her legal responsibilities to implement the safeguarding and welfare requirements of the Early Years Foundation Stage, to ensure that children are safe and feel secure. Both the childminder and her assistant have a good knowledge and understanding of safeguarding issues and the procedures to follow to refer any child protection concerns. The childminder ensures that parents are fully aware of her role and responsibilities to protect all children in her care, as she provides them with copies of her policies and procedures, when their children start attending her setting. Appropriate checks on adults are carried out to safeguard children and their welfare is closely monitored. The childminder ensures that documentation is completed accurately and that the required information is present, to protect children. Risk assessments are completed for the home, outdoors and outings that children take part in. These

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provision

successfully identify dangers and the appropriate steps are taken to eliminate risk, to keep children safe and secure. The childminder gathers important information about the children's medical needs or special dietary requirements to ensure they remain healthy and safe. She has attended a mandatory paediatric first-aid course. All medication given to children is recorded, dated and signed by parents to keep them informed of their well- being. All accidents are thoroughly recorded. This means that the childminder can effectively deal with any accidents or minor injuries and parents are reassured that their children are consistently well cared for.

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provision

The childminder provides a stimulating, child-focused environment, where children enjoy their learning, grow in confidence and are well prepared for the next stage in their learning as they move onto nursery or school. The childminder and her assistant take their role in caring for and teaching children very seriously and demonstrate a strong commitment to improving their practice further. She meets with other childminders and childcare practitioners to share good practice and to keep up to date with changes to childcare practice. Consequently, the quality of teaching is good and children are making good progress. The recommendations from the previous report have been met. Self- evaluation and improvement planning are consistent, accurate and effective in bringing about future improvement. Parents' views are sought through questionnaires about the childminder's services and through daily discussions with the assistant, co-childminder,

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provision

parents and children. This helps the childminder when considering the ways in which she can plan to make further improvements to her provision in the future. Parents' views are very positive and they particularly comment on how happy and settled their children are, as well as the welcoming and positive environment that the childminder provides.

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provision

The childminder closely monitors her own and her assistant's work in delivering the early years curriculum to children. She uses appropriate documentation to ensure children are making progress in line with the expected milestones and ensures that teaching methods are meeting their needs. The childminder is aware of partnership working to secure support for children with special educational needs and/or disabilities. She understands the importance of working with other professionals to ensure early intervention, where necessary. The partnerships with parents are strong. Parents appreciate the time that the childminder and her assistant spend with their children and the information, which they provide about the children's daily routine.

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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 EY407645 Local authority Leeds Inspection number 874208 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 27

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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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