Rawstron, Helen

Inspection date

Previous inspection date 21/10/2014 10/03/2009

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early years provision

This inspection: 2 Previous inspection: 1 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 feel safe and secure and form strong attachments to the childminder. The enabling environment allows children to confidently explore their surroundings and to make choices and decisions, which promotes their independence.  Safeguarding is given high priority by the childminder, who undertakes regular training and always keeps children's welfare at the forefront of her practice. She completes routine checks for potential hazards and implements suitable safety precautions.  The childminder is proactive in developing her service. She acts on advice and attends training to enhance her knowledge. Her plans for improvement are well targeted to strengthen her practice further.  The childminder has a secure knowledge and understanding of how to ensure children make good progress in their learning and development. She regularly seeks parents' views and values their contributions, so they can work in unison to fully support

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This provision is good

children's well-being, learning and development.

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It is not yet outstanding because

 The childminder occasionally misses opportunities to fully promote children's speaking skills.

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

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Inspection activities

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

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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 2001 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Horsforth, Leeds. The whole of the ground floor of the childminder's house is used for childminding and there is an enclosed garden for outdoor play. The childminder collects and takes children to local schools, visits parks and other local amenities. The childminder receives funding for the provision of free early education for two-, three- and four-year-old children. There are currently 14 children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 6.30am to 6pm, Tuesday 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:

 develop further children's speaking skills by, for example, giving them opportunities to discuss food at mealtimes.

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who attend

The quality of teaching is good because the childminder has a detailed understanding of how children develop and learn. She effectively uses her particularly strong overview of children's starting points as a basis for future planning. Children achieve well in each area of learning, taking into account their abilities and patterns of attendance. Within the childminder's care, children receive effective support to work towards appropriate developmental milestones. Using this knowledge, guidance documents and her ongoing observations, she plans activities matched to each child's emerging skills and stage of development, offering additional support as required. The childminder skilfully adapts activities to meet individual children's learning needs, which enables them to make good progress. For example, the childminder uses jigsaw puzzles and dough activities to reinforce children's learning about number, as she counts with them as they point to the

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who attend

objects. This learning continues as children enjoy number rhymes and music to further support aspects of early mathematical development. As a result, children make good progress in their learning, as they explore the range of activities offered inside and outdoors.

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who attend

Children feel safe, secure and relaxed in the childminder's home. The play areas are attractively laid out and children can independently access a variety of resources, which fully meet their needs. Children are supported in helping themselves to toys independently and in making choices about what they want to play with. Games are played with the childminder to encourage communication development. For example, when using coloured dough, the childminder asks questions to encourage children to use colour vocabulary. She skilfully encourages children to think about their creations and supports their creative development. Children's communication and language development is promoted well as the childminder holds conversations with them. She asks open-ended questions, encouraging children to join in conversations and build their confidence. For example, when building train tracks together, the childminder asks the toddlers where the train is

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who attend

going. However, opportunities to build on their speaking skills are sometimes missed, for example, at mealtimes.

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who attend

Parents are involved in sharing information about their children's learning and development through daily discussions when they drop off and collect them. They receive daily information about activities the children have taken part in and what they have been learning. The childminder fully understands the importance of completing the progress check for children between the ages of two and three years and the need to share these with parents. She is well aware of the value of joining in the play that children choose and are enjoying. The childminder provides children with opportunities to climb and to explore water play in the garden and they explore nature in the local parks that the childminder takes them to visit. Overall, children acquire the disposition and skills to support their future learning and make consistently good progress.

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

Children are happy and settled in the childminder's care. She obtains detailed information from parents about their children's individual care needs, home routines and how to meet these. Settling-in visits are provided, so parents can leave their children for short periods before the placement begins, to help them to gradually develop a relationship with the childminder. As a result, children become confident in being away from their parents, settle quickly and develop a strong emotional bond with the childminder. For example, children confidently ask for any help they may need during activities and readily accept comfort and a cuddle from the childminder when they are tired or unsure of new circumstances. This successfully promotes children's emotional well-being.

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

Children's health and well-being are promoted effectively by the childminder. For example, children learn about the reasons for good hygiene practice because the childminder teaches them to routinely wash their hands at appropriate times, such as before meals. The childminder makes sure children benefit from fresh air and physical exercise each day and provides a nutritious diet for them, such as fresh fruit for snack and home-made shepherd's pie for lunch. This means that children learn about eating healthily and can explore a range of tastes and textures at the same time. However, the childminder does not maximise the opportunities for children to talk about the food they eat.

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

The childminder provides an environment that enables children to explore with confidence, make choices and direct their own learning. For example, children confidently transport pieces of train track from the playroom to a carpet where they sit and build. She actively encourages children to develop their independence further by providing appropriate spoons and beakers at mealtimes, so they can feed themselves when hungry and thirsty. This helps children to become self-reliant and further prepares them for school. The childminder teaches children how to manage risks through their daily routine and activities. For example, she teaches children about road safety when out and about and encourages them to move toys off the floor, so they do not trip and fall. In addition, they regularly practise the emergency evacuation procedures. This helps children to feel confident in dealing with potentially hazardous situations, further promoting their

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

The childminder has clear expectations for good behaviour. She provides opportunities for children to establish friendships and to learn to share and take turns. For example, children attend activities at a local toddler group, which successfully helps them to develop their social skills and to share resources within a larger social network.

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provision

The childminder manages her setting effectively. She has a good understanding of the requirements of the Early Years Foundation Stage and safeguarding is given high priority. She is fully aware of potential signs of abuse and neglect and has a secure understanding of her responsibility regarding protecting children from harm. Documentation is well organised and easily accessible, should the childminder need it at anytime. For example, she maintains clear records of children's development, the required personal details about children and daily attendance registers. The childminder has completed a paediatric first- aid training course and she is able to provide appropriate first aid to children if needed. She displays information for parents on a noticeboard in the entrance to her home, such as details of who parents should contact and the procedure to follow should they have a complaint about her childminding service. As a result, children's safety and welfare are

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provision

The childminder has taken action to improve the provision for children since the previous inspection. For example, she has completed a degree in childhood and youth studies, as well as numerous training courses, to raise her understanding of childcare issues. The childminder is reflective about her practice. She gathers feedback from parents and identifies the strengths of her provision and the areas for improvement in an ongoing self- evaluation log. The childminder closely observes and monitors children's progress, which helps her to identify areas where they may need extra help or encouragement. This also helps her to ensure that she is offering children a broad range of experiences to help them to progress well in all areas of learning.

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provision

Partnerships with parents are effective in promoting children's development. The childminder provides parents with information about her provision. This enables them to understand the routines and procedures she follows in her practice. Parents are positive about the childminder and the service she provides. Written feedback from parents states that their children are settled, happy and developing well and that they appreciate the detailed information they receive about their child's day. The childminder collects children from local schools and has established good links with teachers and other professionals. This means that children are well supported for their current and future learning, such as the eventual move to school.

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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 320811 Local authority Leeds Inspection number 847823 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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