Childminder in Leeds

Inspection date

Previous inspection date 16/10/2014 24/06/2009

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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 in this homely and welcoming environment. They have strong attachments to the childminder, who is very caring and attentive to their needs. This enables children to explore their environment with confidence as their independence skills and emotional well-being are supported exceedingly well.  Teaching is good. The childminder provides a very good range of activities that stimulate and engage children in their play very well. Consequently, children are highly motivated to explore, learn and develop. Therefore, they make good progress.  The childminder builds strong relationships with the parents and shares information regularly to keep them fully informed about their children's progress.  Children are well protected because the childminder has a good understanding of the safeguarding and welfare requirements, which she meets effectively in her daily

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It is not yet outstanding because

 Children are less well supported in developing their early reading skills when they choose to play and learn outdoors.

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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 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 of the premises used by the childminder when minded children are present.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the visit.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and viewed her record of self-evaluation.

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Inspection activities

 The inspector took account of the views of parents provided through information included in the childminder's own parent survey and compliment cards.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, one adult child and one child aged 15 years in Morley, Leeds. The family has a pet dog. The childminder works with an assistant. She collects children from the local schools. There are currently 14 children on roll, of whom five are in the early years age range and attend for a variety of sessions. The childminder receives funding for the provision of free early education for two-year-olds. She operates all year round, from 7.45am 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:

 provide further opportunities for children who prefer to play and learn outdoors to develop their early reading skills.

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who attend

Children make good progress in their learning and development because the childminder consistently teaches them well. She ensures that a range of resources and activities are planned to meet children's interests and support their next steps in learning. Children delight in their experiments with water and crayons to make marks. Other children demonstrate good mathematical skills as they competently fit jigsaw pieces together. The childminder extends this by counting the number of pasta shapes mixed in the cornflour during a messy play activity. This supports children to use mathematical language in real life situations. Babies are supported to explore a range of resources. The childminder ensures these are safe to be explored with by babies' hands and mouths, in order to help them make sense of the world around them. They concentrate for prolonged periods of time as they actively learn. The childminder encourages children to develop their physical

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who attend

abilities as they have daily opportunities to play, ride, run and climb outside, and have regular trips to the local park, woodland and play gym. However, there are fewer opportunities for children who prefer to play and learn outdoors to develop their early reading skills because there are few resources, such as print, labels and signs, for them to use and refer to as they play.

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who attend

The childminder plans for each child's individual needs. She 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 constantly observes children during play, before planning new activities to support their development further. Regular tracking of their progress ensures that the childminder quickly identifies any gaps in learning and closes these promptly. Children's progress is shared with parents. For instance, the childminder completes the progress check for children between the ages of two and three years with parents. She provides them with a short written summary and discusses their individual needs and next steps. Parents are very complimentary about the childminder and her sharing of information. Activities and

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who attend

outings are recorded in children's daily diaries and shared with parents each day. This means parents are always well informed of what their child has been doing.

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who attend

Children are developing good communication skills. This is because the childminder places a high priority in supporting young children to develop their communication and language skills. The childminder ensures that she gets down to the children's level and speaks clearly and directly to them, using simple words that they can repeat. The childminder and children sing favourite songs over and again, each time enthusing other children to join in through their tone and facial expressions. The childminder listens intently to children's talk and shows genuine interest in what they say. Children engage with visitors and delight in sharing their experiences, displaying high levels of confidence and self-esteem. They eagerly show the sticky cornflour on their hands as they explore its properties. Babies also display confidence as they cruise around the furniture and select the resources they wish to play with. The childminder communicates with them constantly, both verbally and

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who attend

through using eye contact. Children's communication and social skills are developing very well and this helps to prepare them for future 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. She understands that parents often feel anxious when leaving their children. Therefore, she tailors the settling-in process to meet the needs of both the child and the family. Children attend trial sessions prior to their first day with the childminder. This means they meet children who will also be attending those days and they have the opportunity to make friends with each other. This supports children's personal, social and emotional development well. The childminder works in partnership with parents to learn and follow children's individual routines. These are written down and followed closely. As a result, children's care between home and the

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

Children behave very well. This is because the childminder knows children well, engages them in play and follows their routines. The childminder is knowledgeable about how to keep children safe and actively teaches them how to stay safe. For instance, she routinely practises emergency evacuations with them and she reminds older children to take care when playing with the younger children. As a result, they are forming good relationships and know the rules and boundaries of the setting. Children help to tidy up and the childminder praises their efforts. This raises children's self-confidence, they feel valued and learn how to play cooperatively together. This prepares them well emotionally and socially for their future moves to other settings and to school. The childminder provides healthy and nutritious meals and snacks. All meals are freshly cooked on the premises. The childminder provides a light lunch and ensures that the

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

evening meal is balanced and filling. For example, fish pie, bolognaise and roast dinners are among children's favourite meals. Fruit is available for them during the day and fresh water to drink is always accessible. Children's independence skills are supported as they are actively encouraged to manage their own self-care needs from a young age, such as hand washing before eating and putting on their shoes independently. As a result, good hygiene routines are promoted positively, and children are developing independence skills ready for school. Children enjoy a variety of exercise opportunities each day. Regular walks in the nearby wooded area and park allow children to run and exert their built-up energy.

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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. She has a good knowledge and understanding of 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. She has attended safeguarding training and keeps her knowledge refreshed by subscribing to newsletters from the Local Safeguarding Children Board. The childminder knows the different types of abuse, how to recognise the indicators of abuse and who to contact for professional advice and support. All adults living on the premises are checked to ascertain their suitability to be in contact with

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provision

children. The childminder risk assesses her premises and resources constantly. She notes any hazards and minimises any risks promptly. The premises are secure because the childminder ensures doors and gates are locked. As a result, children are safeguarded well.

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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 on to nursery or school. The childminder takes her role in caring for and teaching children very seriously and demonstrates a positive attitude to improving her practice further. She has evaluated her service and knows her strengths and areas she would further like to improve. Consequently, the quality of teaching is good and children are making good progress. The childminder has fully addressed the recommendations from her last inspection and welcomes advice and support from other professionals. The childminder accesses a range of training courses in order to further her knowledge and understanding of childcare issues. She has recently developed a mud kitchen in the outdoor area so that children can develop their exploratory skills further. She has a clear

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provision

understanding of children's learning and development. As a result, children are supported well to make good progress in their learning and development from their starting points.

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provision

Partnerships with parents are very positive. The childminder issues questionnaires regularly and gathers feedback. All questionnaires received highly praise the service the childminder offers. She updates parents regarding changes to her service and asks for their opinions. The childminder has a wealth of letters and compliment cards from parents. Parents' views are very positive and they particularly comment that they are happy with the homely environment, and that their children are safe and gaining good communication skills. 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 children's needs. The childminder is aware of the importance of partnership working to secure support for children with special educational needs and/or

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provision

disabilities, and understands the importance of working with other professionals to ensure early intervention is made, where necessary.

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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 EY275672 Local authority Leeds Inspection number 860909 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 14

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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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