Childminder in Leeds

Inspection date

Previous inspection date 13/10/2014 03/02/2012

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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

 Children are cared for in an extremely warm and welcoming home, where they learn effectively through play. A wide range of purposeful activities are planned around children's developmental needs and interests. As a result, children progress well in all areas of learning.  Children have settled quickly with the childminder. She offers flexible settling-in visits and offers reassurance to the children when required, which helps them to form close bonds with her.  Children's communication and language skills develop well because the childminder consistently interacts with the children and provides them with individual attention.  Attention to safeguarding the children is paramount. There are effective strategies in place to make sure that children are protected from harm.

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It is not yet outstanding because

 The childminder does not involve all parents in their child's learning to the maximum potential because she does not encourage all parents to share information about their child's interests and achievements at home. Therefore, the full range of children's experiences are not being fully considered when planning activities to progress them.

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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 held discussions with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector took into account the views of parents from information included in a parent survey and how this supports the childminder's self-evaluation.

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Inspection activities

 The inspector sampled children's assessment records and discussed with the childminder how this informs planning for children's next steps in their learning and development.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and other adults in the household, her qualifications, risk assessments, policies and procedures including the complaints procedure and the safeguarding policy.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 11 and nine years in a house in Allerton Bywater, Castleford. The family has a cat as a pet. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 12 children on roll, seven 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 5.45pm, Monday to Friday, except bank holidays and family holidays.

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

 maximise opportunities to engage all parents fully in their children's learning and development, by seeking their comments about children's interests and achievements at home more frequently and using their contributions to inform planning.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage. She provides them with a well-balanced range of stimulating, planned and freely-chosen play experiences across the seven areas of learning. This means children are making good progress in relation to their starting points. Children are motivated to learn and thoroughly enjoy their time with the childminder. As a result, children are making good progress. Individual learning files are in place and these include photographs, observations and assessments. The childminder uses effective observations and collects lots of varied evidence to inform her planning. However, there are fewer opportunities for parents to share their child's achievements and interests at home in order for the childminder to use this information and contribute it to planning activities that further support the next steps in children's all round progress. The childminder has a good understanding of her

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who attend

responsibility to complete the progress check for children aged between two and three years, and shares these checks with their parents.

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who attend

Children are absorbed in play of their choosing and, through supportive interactions, become explorers and thinkers. For example, children choose to play with bricks, spending time exploring different ways to balance and build towers. The childminder supports the children with praise and support as they play, such as saying, 'well done' 'what a great idea' and 'fantastic work'. This motivates children and encourages them to persevere with tasks and to keep trying to find solutions. The acquisition of communication and language skills is extremely well supported as the childminder models language effectively. For example, she has discussions with children about recent events, which develops their recall and interpretation skills. She introduces colour and shapes as they play, gently encouraging them to take turns to speak and to listen to each other's contributions. As a result, children's mathematical development is supported through fun and they learn to

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who attend

listen well and to work together cooperatively. The childminder gives children time to play uninterrupted, which means they have good opportunities to direct their own learning. She knows when to join in to extend their ideas and help them solve problems, so they learn to think critically. For instance, when a child tries to complete a jigsaw, the childminder gives them time to work out the problem for their self. When the child is not able to do so, the childminder sensitively explains that turning the pieces round will help them to fit. The child listens and responds well to this information and works with the childminder to complete the puzzle. The child's success is fully acknowledged by the childminder. This means children continually develop new knowledge, confidence and self-esteem as they achieve new skills.

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who attend

The environment created by the childminder is appealing and provides experiences across all seven areas of learning. The childminder helps children to develop the skills to learn effectively. She plans activities well, intervening appropriately and confidently enabling children to take the lead, thus encouraging them to extend their creativity and thinking. For example, children have time to explore and experiment with the paint, rolling conkers and balls through it before enjoying using their hands. She then demonstrates how to make prints and the children thoroughly enjoy trying this. Resources are stored in plastic containers and are easy for children to see what is available, which maximises the opportunity they have to make independent choices. As a result, children become active learners and are well-prepared for the next steps in their learning. Overall, children acquire the disposition and skills to support their future learning.

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

The childminder has close and secure relationships with parents. The childminder knows the children well and has developed a strong bond with them. Right from the beginning, the childminder offers flexible settling-in visits, to ensure that children get to know her and her family and their new surroundings. The childminder gathers all the required information and parental consents during these initial visits. In addition, parents are provided with the opportunity to discuss information about their children's care, routines, development and interests. This enables the childminder to meet children's individual needs from the beginning. As a result, children are effectively supported in their care and welfare routines. The childminder and parents speak to each other daily on arrival and at collection times. This ensures that all relevant information is exchanged. Children learn social skills and meet with other children at toddler groups, which they attend during the

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

week. In addition, children are taken and collected from the local primary schools and, as a result, younger children become familiar with the routine of starting school. Children are relaxed in the childminder's home. They move freely and make independent choices as they explore the environment. Children are well behaved. They follow the good role model set by the childminder. She helps children to learn acceptable behaviour, manners and social skills by teaching them to say 'please' and 'thank you', and to learn patience and to be considerate towards each other. For example, they learn to share and take turns in games and activities. The childminder gently reminds children that it is nice to share and to wait until it is their turn. She asks children to consider the consequences of their actions, especially if they do something which may hurt themselves or others. Therefore, they develop a sound awareness of right and wrong. As a result, their personal,

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

social and emotional well-being is fostered well. The childminder supports children with learning how to adopt a healthy lifestyle. She works with parents to meet children's dietary needs and provides healthy eating options in her setting. Children are well nourished and learn how to make healthy choices. Their independence and self-help skills are also well supported. For example, the children learn about the importance of basic hygiene procedures. They learn to wash their hands and dry them, to feed themselves and to drink from a cup without spilling. Children are helped with toilet training in conjunction with parent's wishes to ensure consistency in arrangements.

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

The childminder also helps children to learn how to keep themselves safe. Together they talk about safe practices, such as road safety and how to safely cross the road. They also complete regular fire drills so that they know what to do in an emergency. Children learn about their local community and visit interesting places further afield. For example, they recently spent the day at a farm and another day was spent at a bird garden. Children enjoy additional physical activities at the local parks and playgrounds where they access larger physical play equipment. They learn to use large apparatus with increasing confidence and how to challenge their own ability by taking risks safely that further develop their physical skills. The childminder helps children to learn about the diversity of the world. She provides resources and books that reflect similarities and differences. She introduces children to different cultural celebrations, such as Diwali, Christmas and

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

Chinese New Year. This helps to enhance children's learning in order for them to value and respect differences and other customs and cultures.

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provision

The childminder has a good understanding of her responsibilities to meet the requirements of the Early Years Foundation Stage. She has a good knowledge of safeguarding and child protection issues and has a detailed range of policies in place which underpin her practice. She is fully aware of potential signs of abuse and neglect and has a secure understanding of her responsibility regarding protecting children from harm. The childminder knows what she must do if she has any concerns and which agencies she must inform. Risk assessments are completed for all areas used by children, and for outings. As a result, hazards are identified and appropriate measures are implemented to minimise these. Consequently, children play in a safe and secure environment and they are kept safe while off the premises. The childminder evaluates her practice to ensure she meets all the statutory requirements. She consults with parents about the service she provides and she

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provision

is fully aware of when to inform Ofsted about any event that would impact on the care of the children. Documentation, such as the daily register of attendance, accident and medication records, are maintained well and are available for inspection. As a result, children's care, welfare and safety are effectively promoted.

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provision

The childminder is keen to further develop her practice. She regularly reviews and monitors children's progress records and the planning documents, to ensure she offers a broad range of activities across all areas of learning. Self-evaluation is used very effectively to improve outcomes for children. Parents are regularly consulted about any ideas for future development and any concerns they may have. As a result, the childminder has an accurate view of the quality of the service she provides. The childminder is reflective and she can identify strengths and weaknesses in her practice. She acknowledges that she would like to continue to develop professionally through further study and training to take her practice to the next level so that children are best supported to reach the very highest levels of attainment. The childminder has also addressed all recommendations from her last inspection, including developing her accident

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provision

reports plus further promotes diversity during activities and through the resources provided.

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provision

Relationships with parents are very positive and information is mostly used well to support children's learning and to keep parents well informed. The childminder notifies parents about her routines and activities, through daily conversation. The questionnaires and comments from parents show that they are extremely happy with the care and service provided for them. They know that their children are safe, secure and happy in the childminder's care. The childminder does not currently mind children with special educational needs and/or disabilities, however, she understands there may be a need to work with specialised professionals to support children if she does in the future. The childminder has good links with professionals from local schools. She understands how to work with other key persons when children attend other settings, to ensure continuity for the children in their care, learning and play.

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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 EY432965 Local authority Leeds Inspection number 870458 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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