Childminder in Leeds

Inspection date

Previous inspection date 23/10/2014 02/12/2011

p.1

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

p.1

This provision is good

 The quality of teaching is good. Observations and assessments of children are used effectively to plan activities that enable children to make good progress given their starting points and capabilities.  Children are happy, settled and they enjoy affectionate relationships with the childminder and her family. They show good levels of independence and confidently explore a stimulating, well-resourced indoor environment.  Safeguarding procedures are effective. This ensures that children are kept safe from harm and their welfare is promoted.  The childminder acts as a good role model and supports children to be polite and respectful. As a result, children's behaviour is excellent.

p.1

It is not yet outstanding because

 The childminder does not always maximise the already good partnership with parents, so that they share more information about their children's learning and development at home.  Children are provided with fewer opportunities to see words in print within the environment, to further promote their understanding that print conveys meaning.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

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

p.2

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.

p.2

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.

p.2

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.

p.2

Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 10 and seven years in Churwell, Leeds. The whole ground floor of the house 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 and collects children from the local schools and pre-schools. There are currently four children on roll, one of whom is in the early years age group. Children attend for a variety of sessions. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 maximise opportunities to engage parents fully in their children's development by seeking their comments about children's achievements and learning at home more frequently, and by acknowledging the contribution this makes to children's good progress

p.3

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

 promote further the use of written words within the playroom to enable children to see their names in print, in order to further develop their understanding that print conveys meaning.

p.3

who attend

The childminder has a good knowledge of the Early Years Foundation Stage. She understands how children learn and uses her experience to ensure activities and resources are stimulating. Children are well supported in making good progress given their individual needs and starting points. Good strategies are in place to monitor, evaluate and evidence children's learning. For example, the childminder gathers information from parents and undertakes assessments to accurately benchmark children's starting points. She then effectively uses this to inform her planning for children's next steps in their learning and development. The childminder understands the importance of working in partnership with parents. She shares children's learning journeys with parents, so they are well informed about children's learning and children can continue their learning at home. However, there is scope to encourage parents to share more information about what children are learning

p.3

who attend

at home, to maximise their progress with the childminder. The childminder demonstrates a good awareness of how to monitor children's progress and is aware of the need to complete the progress check for children between the ages of two and three years, to ascertain children's development in the prime areas of learning.

p.3

who attend

Children's language and communication is well supported. The childminder engages children in conversation by using open-ended questions and by introducing a range of expressive vocabulary. She talks to children about what they are doing, modelling words appropriate to the activity. For example, children are encouraged to describe the properties of icing sugar when they decorate biscuits and to repeat words, such as 'sticky, 'slimy' 'celebrations' and 'decorations'. As a result, children's listening, attention and speaking skills are well supported and children gain useful skills in readiness for school. Children frequently practise their early writing skills. They enjoy drawing and show increasing skill as the childminder teaches them how to hold a pencil correctly. Children have access to a good range of books, which are readily available and attractively displayed to entice children to use them. However, children have fewer opportunities to

p.4

who attend

see words in prints within their play environment, such as their names and labels, to further enhance their understanding that print conveys meaning.

p.4

who attend

Children enjoy exploring the wide range of resources in the playroom. They particularly enjoy playing with imaginative toys, such as play figures and a kitchen area. They play cooperatively together and problem solve as they go, such as how to organise the food in the kitchen to make each other sandwiches. Problem solving is extended further as children complete complex pieces and discuss the pictures and the number of pieces in each puzzle. Children delight in discovering how to operate resources that interest them, such as a kettle in the kitchen and a child's mobile phone. The childminder provides a running commentary and introduces further items of interest, such as cups and saucers, to extend their learning and promote inclusion of all children in the activity. Overall, children develop the necessary skills ready for school, as a result of the childminder's good teaching.

p.4

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

The childminder builds strong relationships with the children. She is aware that the strong bond she has with the children allows them to feel happy and confident in unfamiliar situations and supports their emotional well-being. Children's emotional security is addressed well. For example, a flexible settling-in procedure is offered to all children and this is arranged with parents in accordance with each child's different needs. In addition, children attend age-appropriate groups where they learn to socialise with others and develop a larger network of friends. This develops their social skills and assists them emotionally to have confidence when they start attending nursery or school.

p.4

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

Children demonstrate positive behaviour. The childminder helps them to develop consideration towards each other by encouraging them to take turns during games and listening to each other when they speak. The childminder also offers lots of praise and takes time to listen to the children, which ensures that children's self-esteem is promoted and they learn how to manage their emotions. Resources in the playroom and garden are organised so that children can select these for themselves and further develop their independence. These are of good quality and are rotated to meet children's interests and development needs. Children's understanding of safety is promoted at all times, and in particular when on outings. They learn about taking supervised risks in their play when they visit the parks and soft play areas. Children regularly use the garden and the surrounding areas to practise their physical skills. For example, they enjoy using the

p.4

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

climbing apparatus at the park and the wheeled toys in the garden.

p.5

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

Children are developing a positive approach to healthy eating and enjoy a range of nutritious meals and snacks. Menus are devised with the children and parents each week to take into account seasonal fruit and vegetables, and dietary needs are well known. Meals are eaten at the family table and social skills are effectively encouraged as the childminder engages children in conversations about the foods they are eating and where they come from. The childminder works closely with parents so that changing needs, such as toilet training, are well supported. This contributes to continuity of care between the parents and the childminder. Children's independence regarding personal hygiene is promoted. This prepares them in managing their own hygiene needs when they start nursery or school. Overall, they are well supported to develop an understanding of the importance of exercise as part of a healthy lifestyle.

p.5

provision

Children are effectively protected from harm as the childminder demonstrates a secure knowledge of her responsibilities with regard to safeguarding children. She has completed training to support her understanding of child protection and implements effective policies and procedures to further support her practice. Children remain safe and secure in the childminder's care, as she conducts daily risk assessments of her home, garden and any outings, to minimise any risk or hazards. Documentation is well organised and maintained to a good standard, which supports the safe and efficient management of the setting. The childminder ensures that all people who live on the premises have been suitably checked through the Disclosure and Barring Service. The childminder checks all visitors' identification, which means there is no unauthorised entry to the premises. Daily registers with hours of attendance of the children are kept and parents sign accident and

p.5

provision

medication forms when needed. As a result, children's care, welfare and safety are effectively promoted.

p.5

provision

The childminder has addressed all actions and recommendations from her last inspection, including developing her registration documents to include the child's residency, and updated her knowledge of safeguarding procedures. In addition, she uses her good knowledge of the Early Years Foundation Stage to monitor the activities, to ensure that the children are provided with stimulating and interesting experiences across the seven areas of learning. Well-organised systems for the observation and assessment of children's learning are in place to support her to achieve this. This, alongside a tracker sheet, enables the childminder to effectively monitor the progress of each child and ensure there are no gaps in children's learning. The childminder has completed a self-evaluation process, which provides opportunities for her to review and evaluate her provision on a regular basis. As a result, she is always reflecting upon her setting and the care she offers

p.5

provision

to the children. The childminder shows a commitment to further personal development by attending relevant training events that become available. The childminder seeks advice from the local authority as necessary and regularly discusses good practice with other childminders.

p.5

provision

Partnerships with parents are established. They are complimentary about the childminder and say they are very happy with the care and teaching that she provides. As a result, parents are aware of how their child is developing. Through discussion, it is clear the childminder knows when to contact outside agencies to support children's development. She understands she can contact relevant agencies when she feels children need additional support. She shows a clear understanding of the importance of sharing information with other professionals. Links have been made with the local school to ensure continuity of care and learning for all children. As a result, children are prepared well for the move to school and for future learning.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY427146 Local authority Leeds Inspection number 875867 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10