Childminder in Leeds

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

 The childminder is a good role model. He gives high priority to safeguarding children and supporting them to behave well. Consequently, children are kept safe at all times and become considerate and caring individuals.  The quality of teaching is very 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 in their learning.  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 prepare them for school.  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 children's 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 children's learning even further.  The childminder does not always maximise opportunities to promote children's independence skills, for example, by providing children with daily opportunities to self- serve at meal times.

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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 his 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 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He is registered to work from the address of his co-childminder in Middleton, Leeds. The whole of the ground floor, two bathrooms and 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 childminder is registered to work with four assistants at different times throughout the week. 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

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Information about the setting

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 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 meal times, 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

Children thoroughly enjoy themselves and make good progress with the childminder because he is very enthusiastic and is skilled in his teaching. The childminder and his assistant adeptly promote children's involvement and purposeful learning. They interact very well with the children and clearly understand children's differing abilities and ways of learning. For instance, during a singing session, the very youngest children are encouraged to join in at their own pace with the support of a familiar adult. The childminder's secure knowledge and understanding of how children learn and make progress, means that activities and experiences are imaginatively planned, capturing children's interest and curiosity to explore and initiate their own learning. For example, children enthusiastically roll wiggly worms, singing their wiggly worm song as they manipulate the dough. Children's communication skills are supported through effective

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who attend

questioning and language during planned activities. For instance, children are encouraged to talk about their experimentations with dough and to talk about the effects using tools have, such as 'squash, flat, round, roll'. These opportunities promote children's interest in mark making, preparing them well for the next stage in their learning.

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who attend

The childminder records children's learning in their learning journals. These contain observations, photographs and assessments of children's development and are shared with parents. The childminder tracks children's progress in order to close any gaps in their learning, should they occur. He has a good understanding of the progress check for children between the ages of two and three years and has systems in place to complete this at the relevant time. The childminder talks to parents, when they collect children, 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

The outdoor play area has been extensively resourced which includes artificial grass. 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. Resources cover all areas of learning for the different age ranges and abilities of children who attend. The childminder has a strong interest in sport and his enthusiastic teaching encourages children to play cooperatively and to develop their physical skills. For example, young children happily roll and catch the football learning, with the childminder's support, to take turns.

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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 have access to fresh air daily as they enthusiastically take walks in the local environment, climb up the slides and run in the large garden, learning that exercise can be fun. Children of all ages play very well alongside each other because the childminder adopts successful ways of managing behaviour. For example, he explains to older children why they should be more careful around the younger children when kicking the football. He praises children when they show care and consideration for each other, and 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 to school.

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

Consistent boundaries mean that the children know how to keep themselves and others safe. Children's safety in the home and outdoors is well-assured as the childminder teaches young children to avoid the wet decking in the outdoor area until it has dried. The childminder consistently encourages children to take an active part in gaining an understanding of risk. For example, when climbing the slides children are encouraged to hold on and sit down at the top to prevent falls, while being carefully supervised by the childminder.

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

Both children and their families develop strong attachments with the childminder. The childminder obtains useful information from parents prior to their children starting with him. This ensures he is fully aware of children's individual needs, abilities and preferences, to help children make a smooth move between home and the childminder's care. The childminder gathers important information about the children's medical needs or special dietary requirements to ensure they remain healthy and safe. He has attended a mandatory paediatric first-aid course. All medication given to the children is recorded, dated and signed by parents to keep them informed of children's 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 demonstrates a good awareness of his role to protect children and keep them safe and everyone in the household has a Disclosure and Barring Service check. Both the childminder and his assistant have a good knowledge of the signs of abuse. As a result, he is confident to report concerns about children's welfare. The childminder conducts regular risk assessments and fire evacuation practise runs. This means children are kept safe and secure in his care. There are clearly written policies, which are shared with parents to outline the childminder's priorities for children, including information from the Local Safeguarding Children Board.

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provision

The childminder demonstrates a commitment to improvement. Self-evaluation and improvement planning are consistent 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, parents and children. This helps the childminder when considering the ways in which he can plan to make further improvements to his provision in the future. Since the last inspection, the childminder has made changes to his practice and provision, which have resulted in developing systems to assess children's learning and development. The childminder works alongside his assistant and ensures they work appropriately with children through effective supervision. This supports the assistant to develop her skills to work with children. A clear system for monitoring children's progress and the educational programme is in place. The childminder

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provision

effectively uses tracking assessments to ensure children make good progress. Planning and assessment are precise and the childminder demonstrates competence to identify any gaps in children's development and how to tackle them.

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provision

Established relationships in the professional community, such as with schools and speech and language therapists, mean that the childminder is able to access extra support for children in a timely manner. This meets children's needs. Areas for development are constantly reviewed by the childminding team and children benefit from any new skills the childminder acquires. The childminding team support each other, as well as accessing local authority training, to ensure they keep up to date with new legislation and to access regular training in various areas. For example, the childminder cascades his knowledge and skills of working with children with additional needs to the rest of the team. Parents speak highly of the childminder and leave written feedback to contribute to the inspection. This demonstrates the quality of the relationships the childminder has worked hard to build with families who attend. For example, a parent writes, 'My son is very into sport

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provision

and loves to play football and rugby with the childminder in the garden. He is excited about going on a morning and loves his time there'.

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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 EY407690 Local authority Leeds Inspection number 874210 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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