Cooper, Nicola

Inspection date

Previous inspection date 09/10/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder is highly skilled and sensitive in helping children form secure emotional attachments. As a result, children separate from their parents with confidence and thoroughly enjoy their time at the setting.  Partnerships with parents are strong. Consequently, parents are actively involved in their children's learning and development.  Children make good progress. This is because the childminder provides purposeful play and a good balance of child and adult-initiated activities.  The childminder has an in-depth understanding of her responsibilities and procedures for protecting children. As a result, robust safeguarding and child protection procedures are implemented, which ensures that all children are kept safe.

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It is not yet outstanding because

 The system for monitoring assessments is not fully developed. Consequently, the focus is not yet sharp enough to identify areas which may require timely intervention and support.  The childminder and her assistant do not evaluate the impact of each other's practice. As a result, opportunities are missed to further enhance their good understanding and practice.

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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 activities in the kitchen, playroom and garden.

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Inspection activities

 The inspector spoke with the childminder, the childminding assistant and children at appropriate times during the inspection.  The inspector took account of the views to parents spoken to on the day.

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Inspection activities

 The inspector looked at paperwork, including policies and procedures and the children's development records.

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Inspection activities

 The inspector checked evidence of suitability of all members of the household, suitable qualifications, and self-evaluation.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with an assistant and lives with her husband and three children, aged 20, 17 and 14. The childminder is situated in Morley, Leeds, close to local parks and playing fields, shops, schools and children's centres. She uses the whole of the ground floor and an enclosed rear garden for childminding. There are currently 12 children on roll. The childminder is open all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder has completed appropriate training and her assistant holds a childcare qualification at level 3. The childminder provides funded early education for two- three- and four-year-old children. She supports children who speak English as an additional language. The childminder also offers before and after school care. The childminder is a

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Information about the setting

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:

 focus more precisely on monitoring assessments to secure timely interventions and support

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

 introduce a system for evaluating practice, so that opportunities are provided to further enhance the already good understanding of how to deliver purposeful learning through effective teaching.

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who attend

The childminder provides a good range of quality resources, which are used to develop imagination and creativity. For example, children decide they are going to have an imaginary birthday party. They plan what they will need, such as party games, presents and food. Children confidently choose food from a box and ask the childminding assistant to sit down for a party lunch. The childminding assistant engages in shared thinking with the children and enthusiastically talks about the children's ideas for the party. This develops children's language skills. Children initiate party games. They confidently count to 10 while others hide. This shows that they are developing strong mathematical skills, as they spontaneously use number names in play. The childminder supports young children to hide. As a result, young children learn to play alongside others. Older children fill bags with random items, which are used as presents. They give presents to babies, who are

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who attend

then supported by the childminder and assistant to explore the contents. Babies are delighted to join in the imaginary party. The childminder and her assistant have high expectations of children. They gather information about children on entry to the setting and use this to plan suitably challenging activities. They continue to make regular observations of children to ensure that they make good progress. However, the developing monitoring system does not yet have a sharp enough focus to identify areas of learning which may need intervention and support. Parents are actively involved in their children's learning. This is because the childminder provides information about how to support older children's literacy and numeracy at home. This prepares them for the move to school. Parents are invited to join the childminder on day trips when they are not working. This provides opportunities for the childminder to model effective teaching strategies, which empowers parents to guide

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who attend

The childminder supports children with English as an additional language by using words from the child's home language within the setting. She works closely with families to find out about their culture and beliefs, so that her provision meets the needs of all children. Children celebrate a variety of festivals from different religions. The childminder does not currently have any children on roll with special needs and/or disability. However, the childminder promotes an inclusive setting. She understands how to seek additional support for children and is committed to undertake relevant training as required. Both the childminder and her assistant have experience of working with children with autism. The childminder provides funded early education. Children in receipt of funding make good progress within the setting and demonstrate skills in line with their expected stage of development.

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

The childminder and her assistant are extremely skilled and sensitive in helping children of all ages form secure emotional attachments. Parents explain how the childminder uses a gradual settling in process to get to know children and their families. Consequently, children form strong bonds with the childminder and her assistant. Babies demonstrate signs of excitement when they are greeted by the childminder. They separate from their parents with confidence. This is because the childminder offers affection and reassurance. The childminder uses different forms of communication to keep all parents informed about their children's learning and development. This means that partnerships with parents are strong. The childminder promotes a healthy lifestyle within her setting. She provides home cooked meals, which meet the nutritional needs of children. The childminding assistant maximises opportunities, during spontaneous play, to discuss healthy eating. For example,

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

while children make a pretend party lunch, the childminder engages children in a discussion about which foods are healthy and which are treats. Therefore, children are learning to make independent healthy choices. Hygiene is well promoted throughout the setting. Younger children are sensitively supported when learning to manage their toilet needs and older children wash their hands without prompting. Very young children show confidence in social situations. They select animal books to show the inspector, turning pages and making animal noises. All children are kind towards each other and are very good at sharing. Older children demonstrate self-control. For example, when older children play with babies, babies sometimes pull the children's hair. Children gently ask babies to stop and ask the childminding assistant for help. Afterwards older children laugh about the cheeky babies. Children have an excellent understanding of

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

how to manage risks. This is because the childminder provides a variety of experiences, both in the setting and in local community. For example, children learn how to cross the road during trips to the park and road safety is reinforced through planned adult-led activities. Children are developing self-help skills, for example they understand that they must put their coats on before playing out in the garden and older children do this without prompting. Children are praised for their efforts. Therefore, they are self-assured and independent, which means they are emotionally well prepared for school.

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

The childminder is highly effective in promoting safety. For example, babies are only given toys that are appropriate to their age and she keeps an eye on what older children are giving babies to hold. The childminder alerts children to possible hazards, such as fingers getting trapped in doors, and, as a result, they are learning to be safe independently. The childminder and her assistant hold a current paediatric first-aid certificate. Therefore, they are able to respond to emergencies quickly, to ensure children's health and safety. There is a highly stimulating environment, both indoors and outdoors. The garden is easily accessible to children and provides opportunities for plenty of free and creative play. For example, potting benches in the garden are not only used for potting flowers but are also used to make shops and other role play scenarios. Families are involved in developing the garden. Children are particularly proud of their fairy garden, which has large wooden

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

toadstools and a variety of fairies, which children have shopped for with their parents.

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provision

A broad range of experiences are provided to help children make good progress towards the early learning goals. Observations of children are recorded alongside photos and examples of work in children's development files. These observations are used to plan next steps, taking in to account the children's interests and stages of development. Parents are encouraged to contribute to children's development files and are often asked to share what the children enjoy doing at home. This helps to ensures that all children are working within expected levels and sometimes exceeding expected levels. The childminder and her assistant are experienced practitioners and have a very good understanding of how children learn. They attend training at their local children's centre, such as story time. This means they can provide further opportunities, such as story sacks, for children to enjoy. However, the childminder and her assistant do not evaluate the effectiveness of

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provision

each other's practice and so there are missed opportunities to further enhance their already good understanding of purposeful learning through effective teaching. The childminder has completed a self-evaluation form, which identifies areas for future improvement. Her drive for improvement is well demonstrated, as, over the short period of time since registration, she has completed a rigorous process, which enables her to provide funded early education. She has reviewed her system for monitoring and assessment and is in the process of improving her monitoring so it is more sharply focused.

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provision

The safeguarding and welfare and learning and development requirements of the Early Years Foundation Stage are understood and embedded in practice. Written policies and procedures are in place and are reviewed regularly. These are shared with parents during the induction process. The childminder has an in-depth understanding of her responsibilities and procedures for safeguarding. They have both completed safeguarding training and display the procedure for reporting a concern, including all relevant phone numbers. The childminder carries out regular risk assessments in the setting and also for trips out in the local community. She takes appropriate action to minimise any hazards that are identified and, as a result, children are kept safe and secure. All adults who live or work in the setting have undergone Disclosure and Barring Service checks and are therefore suitable to work with children.

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provision

Partnerships with other local childminders, schools, and playgroups are well established and make a strong contribution to meeting children's needs. For example, the childminder attends a childminding group once a week, where children enjoy socialising and childminders share good practice and ideas for improvement. The childminder picks children up from local schools. She has developed good links with Reception teachers and they effectively share information about children. This means that children are supported well throughout the day. The childminder takes great care to ensure that all families are welcomed and valued in her setting. As a result parents comment positively about the childminder and say, 'I couldn't recommend her highly enough'.

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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 EY459240 Local authority Leeds Inspection number 932015 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 12

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Name of provider

Date of previous inspection not applicable

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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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