Childminder in Leeds

Inspection date

Previous inspection date 30/10/2014 24/06/2009

p.1

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

p.1

This provision is good

 The childminder uses her observations of children's learning to identify and plan for their next steps in development. As a result, children are motivated and engaged in their learning.  Children's communication and language skills are very good. The childminder constantly talks to them and listens to their ideas. She sings rhymes which are accompanied with musical instruments and introduces props to extend their enjoyment of stories.  Children receive a healthy and well-balanced diet, they grow and harvest fruit and healthy eating is constantly promoted at all times.  The childminder ensures that children form close and secure relationships with her. This helps them to settle well and gain a good sense of well-being.  The childminder's up-to-date knowledge of child protection enables her to fully implement procedures to protect children.

p.1

It is not yet outstanding because

 The childminder does not always make maximum use of information from parents about their child's learning and development at home.  Children have access to fewer stimulating resources to enrich their exploration of similarities and differences in other's cultures and backgrounds.

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 carried out an observation of a planned activity and discussed the outcome with the childminder.

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

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 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, one adult child and one child aged 14 years in Gildersome, 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, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 5.30pm, Monday to Thursday, 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 making greater use of updates from parents about their children's learning and development at home

p.3

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

 enhance the environment with a greater range of child-accessible resources that promote similarities differences between themselves, their families and others in the community.

p.3

who attend

The childminder uses knowledge gained from further training to aid her in reviewing and improving her understanding of the Early Years Foundation Stage. This supports her in consistently using effective teaching methods, so that she supports children well and they make good progress. The childminder gathers comprehensive initial information about children, competently assessing children's starting points. She then continues to observe and assess children, so that she has a good understanding of their progress and specific interests, in order to develop each child's next steps in learning. These are used to inform individual planning for each child and this is then fed into the daily activity planning. The childminder has effective procedures in place for carrying out the progress check for children between the ages of two and three years. The childminder's generally good ongoing communication with parents enables them to share daily news about their

p.3

who attend

children. She also supports parents well in extending their children's learning. For example, she talks with parents about activities that children have particularly enjoyed and offers ideas and practical information about extending these at home. However, her assessments do not always make full use of all updates from parents about children's achievements at home. Consequently, the childminder does not include this extended range of information in her planning in order to promote children's development to the maximum.

p.3

who attend

The childminder supports children well, so that they develop the skills and positive attitudes needed for effective learning. This means that they are well prepared for school. Her detailed planning is securely based on children's interests and means that they have fun and learn as they play. For example, the childminder offers children activities based on Halloween, as the children excitedly prepare for the event. The children are absorbed as they look at associated books, carve pumpkins and use their creativity to make their own spooky collages. In addition, they participate in action rhymes and dance in time to music, helping to develop their coordination and awareness of the space around them. The childminder extends the activity by providing musical instruments to accompany their music. Younger children join in this session as they begin to explore and bang the instruments together, and the childminder supports and motivates them through a lot of

p.4

who attend

The childminder provides a stimulating and welcoming environment to support children's all-round development. She makes thorough and effective use of the available resources. However, the free-choice play sessions do not always offer as many learning opportunities for children to further promote their understanding of diversity, or deepen their knowledge of different cultural backgrounds and disabilities. For example, there are few related resources, such as for role play, to support children's understanding of the differences between themselves, their families, and others in the community around them. Nevertheless, positive interactions help to develop children's confidence and self-esteem extremely well. Children have appropriate opportunities to explore and use their investigative skills. For example, they enjoy exploring a 'lucky dip tub' filled with shredded tissue, plastic creatures and treats for Halloween. The childminder helps them to name

p.4

who attend

these items and examine and discuss their characteristics by using lots of skilful questions. Children are introduced to technology at an early age to support their understanding of the world. For example, children upload stories and number songs on to the computer, which directly link to their learning and that they happily sing along to. In addition, the children watch slide shows of themselves on the computer and recognise the activities and past experiences they were involved in. The childminder takes children to several community groups, such as the library, gym sessions and music activities. As well as complementing the activities provided in her home, this gives children the opportunity to socialise with other children and link with the local community. Children learn about the wider world as they visit local woods and parks and constantly discuss the changes in the weather and what they might wear when they go for a walk. Overall, children gain the

p.4

who attend

necessary skills to effectively support their future learning.

p.4

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

The childminder has a close and caring relationship with the children. They are clearly happy and secure when they are in the home. They welcome her involvement in their games and she responds to them in a fun and playful manner. The childminder demonstrates a good awareness of children's personalities and their individual needs. For example, children's dietary requirements, health needs and parents' preferences are discussed during settling-in sessions. This enables the childminder to meet the needs of all the children and results in a positive move from home into the childminder's care. Consequently, children's emotional development is promoted well as they settle quickly.

p.4

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

The children follow familiar routines and develop strong relationships through trust. The childminder models good social skills by showing kindness and sensitivity towards the children. Children learn to be kind and considerate towards others, and understand simple boundaries. Older children greatly enjoy being with the younger children and have a gentle and supportive approach towards them. Consequently, they get on well and are keen to take part in activities together. The childminder supports children to develop self- help skills that are relative to their age and ability. For example, children are encouraged to cut up fruit for themselves, pour drinks from a jug and use the toilet independently. The childminder is always close by to help and acts as a positive role model for children at all times. She implements thorough hygiene routines for nappy changing and teaches children how to wash their hands. Parents provide children's main meals and the

p.5

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

childminder provides a good range of healthy snacks and drinks throughout the day. Children enjoy regular trips to the local park, where the get fresh air and exercise. As a result, children's health and hygiene are well promoted. Good manners are reinforced and the childminder makes good use of praise. This supports positive behaviour and boosts children's self-esteem and confidence.

p.5

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

The well-resourced environment provides a good range of toys and resources suitable for children's age and stage of development. Toys are in good condition and the childminder rotates these to provide a greater variety. Although space is limited for any physical activities in the garden, the childminder makes good use of local amenities, such as the children's centre, the local parks and play gyms. She takes a responsible approach to keeping children safe in her home and helping them to recognise dangers and know how to manage risk. She carries out regular fire drills and has in place safety equipment, such as a fire blanket. Children are reminded about road safety during walks in the local community. The childminder effectively supports transition into new settings, such as school and nursery. She ensures children are settled and secure in their new environment by visiting with them and sharing information with their new teachers and staff.

p.5

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

Consequently, children's emotional welfare is given high priority and any anxieties are effectively discussed and overcome.

p.5

provision

The childminder implements comprehensive safeguarding procedures in order to consistently promote children's welfare. She completes relevant training in this area, so that she understands the possible signs of abuse and is fully aware of the process to follow should she have any concerns about children. The childminder's practical daily procedures further promote children's safety and welfare. For example, she keeps a clear record of children's hours of attendance, she checks all visitors' identification when entering the home and makes sure that she directly supervises children at all times. The childminder carries out detailed risk assessments to ensure that any potential hazards are removed or minimised. This means that children play safely, both inside and outside the home.

p.5

provision

The childminder is conscientious and committed to the continuing development and improvement of her provision. She uses ongoing evaluation of her practice and has fully addressed the recommendations from her last inspection, which included enhancing her self-evaluation process. She seeks feedback from parents and talks with children about what they have enjoyed and what else they would like to do. She then uses this information to plan appropriate improvements. For example, recent alterations to the garden area and the resources supplied mean that children are now more able to access this area, extending their outdoor play opportunities. In order to support this ongoing improvement, she completes a wide range of additional training, reads relevant publications and exchanges information and ideas with other childminders. This has a positive impact on children. For example, after completing a childcare qualification at level

p.6

provision

3, the childminder has improved her assessments of children in order to better understand their individual needs and plan further activities to extend their development. In addition, she systematically reviews and monitors children's progress. Therefore, she is able to quickly note any areas where they may require further support.

p.6

provision

The childminder has established good partnerships with other childcare settings that the children attend. She collects children from local schools and has established good links with teachers. She has clear procedures in place to support her in exchanging assessment and planning information in order to ensure that children receive consistent care and their learning is promoted effectively. This means that children are well supported for their current and future learning, such as the move to school. The childminder is not currently caring for any children who have special educational needs and/or disabilities. However, she attends training and reads relevant publications, so that she has a good awareness of the support offered by other professionals. Therefore, she understands how to seek help for children and their families should the need arise. The childminder generally works well in partnership with parents. She talks to them daily so that they are well informed of the

p.6

provision

children's routines and activities. Parents report that they feel confident with the childminder and appreciate the variety of activities she offers to children.

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 EY384001 Local authority Leeds Inspection number 858851 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