Jones, Elaine

Inspection date

Previous inspection date 03/11/2014 13/11/2008

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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

 The childminder has good teaching skills and a secure understanding of the Early Years Foundation Stage. She provides interesting and challenging experiences that meet the needs of children. Consequently, children make good progress in their learning in relation to their starting points.  The childminder has a good knowledge and understanding of her responsibility to safeguard children, which is successfully translated into practice. This means that children are well protected and can play and learn in a safe environment.  The childminder sensitively settles children into the provision and builds secure emotional attachments with them. Consequently, children are happy, secure and safe.  The childminder has established strong links with other early years providers, which complements children's learning experiences.

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It is not yet outstanding because

 Opportunities for parents to contribute what they know about their child's learning at home are not maximised to promote an even more effective shared approach to children's learning and development.  Children have fewer opportunities to see the written word in the learning environment, in order to extend their understanding that print carries meaning.

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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 completed a joint observation with the childminder.

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Inspection activities

 The inspector looked at a range of documentation including evidence of the childminder's qualifications, Disclosure and Barring Service checks of all members of the household, a selection of policies and procedures, including the safeguarding policy and procedure, and the children's learning records.

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Inspection activities

 The inspector observed children playing with a range of toys and resources in the home.  The inspector spoke to the childminder and children throughout the inspection.

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Inspection activities

 The inspector had a tour of the home, including the lounge, playroom, kitchen, toilet and rear garden all used for childminding.

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Information about the setting

The childminder was registered in 1987 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two adult children in the Temple Newsam area of Leeds, West Yorkshire. The whole of the ground floor and the rear garden are used for childminding. The family has a dog and three cats. 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 13 children on roll, five 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 6pm, Monday and Friday, except bank holidays and family holidays. She holds a childcare qualification at level 3. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 extend the already good partnerships with parents so they have even more opportunities to share what they know about their children's learning at home

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

 build on children's awareness that print carries meaning and that it can be used to relay information and development of language, for example, by displaying words and pictures around the home.

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who attend

The quality of teaching is good. Children are effectively supported in their learning and development and are making good progress overall. This is because the childminder has a good understanding of child development and implements effective teaching skills in her practice. The childminder understands the importance of gathering detailed information from parents about their child's stage of development, interests and abilities when they first begin. She then plans play flexibly to support children individually in their development. Good observations and assessments are undertaken, providing the childminder with a clear focus on how to support each child in their learning. These are supported by photographs of children completing a wide range of activities. The childminder has a good awareness of the progress check for children between the ages of two and three years. She ensures that she informs parents and other settings of how their

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who attend

children are progressing within the prime areas of learning and development. This helps to ensure that the childminder is working closely with parents and other settings to support children's progress. She keeps parents informed of the progress their children are making in the setting through daily discussion. However, there are fewer opportunities for parents to contribute what they know about their child's ongoing progress at home, in order to develop an even more precisely targeted approach to children's learning and development.

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who attend

Children benefit from a broad range of activities, outings and play experiences that promote their learning and development well. The childminder skilfully questions the children as they play, encouraging them to think. For example, as the children show the childminder the different animals, she asks them what the animal is. Children respond well, telling her the names of the animals and then proceed to count them. This promotes children communication and counting skills. Older children sit with the younger children, supporting them as they play a matching game. The childminder joins in as requested by younger children and together they take turns and use their memory to remember where the pictures are that match. Children have good opportunities to develop their creative skills. They use chalks and crayons to draw pictures of the fireworks and bonfires they are hoping to see. Children confidently write their names on the drawings they have done and

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who attend

are keen to show them to the childminder. This helps them to develop their literacy skills and boosts their self-esteem as they are praised by the childminder. Older children have good conversations with her, developing their language and communication. However, younger children have fewer opportunities to see the written word in the environment, in order to extend their understanding that print carries meaning. Children use their imagination well as they build with the construction bricks, showing the childminder that they have built a train. She tells them that it is a long train and with this the child counts the carriages and continues to add to the length, explaining it is longer now. This develops children's understanding of size. Children move around the home confidently and self- select from a good range of age-appropriate toys and resources.

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who attend

The childminder works successfully with teachers at the local school and pre-schools that children attend. For example, she meets with the children's teachers and key persons weekly. Regular visits to toddler groups provide young children with the opportunity to mix with others and develop good interpersonal skills. They develop their listening skills and gain confidence in speaking out as they take part in group activities. These opportunities help them to develop key skills for their future learning.

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

The childminder provides a warm, homely environment, which helps children to feel relaxed and emotionally secure. Children form strong bonds with the childminder and are happy and content in her care. She responds well to their emotional needs, which helps them to separate from their parents confidently. The childminder recognises when the children need reassurance and comfort, and children happily approach her for cuddles and hugs when required. Detailed information is gathered from parents about their children's welfare needs and routines before they start, as they complete detailed forms. Settling-in arrangements are very much tailored to individual children's requirements. This helps to ensure a happy, smooth move between home and her care. The childminder provides parents with lots of reassurance during this process.

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

Children have an increasing understanding of how to keep themselves safe due to the childminder's consistent guidance. For example, they regularly practise fire drills and are reminded not to run around near babies. The childminder teaches them the importance of leading healthy lifestyles and learning self-help skills. For example, children know to wash their hands before eating and putting on their coats and shoes. Children benefit from healthy and nutritious meals and snacks, such as fruit, yoghurts, crackers and cheese. They also access drinks in their own named cups throughout the day. The childminder ensures that children have regular opportunities to enjoy fresh air and exercise. They play in the garden with a good selection of toys, for example, sit-and-ride toys, a trampoline and a slide. Children also have daily walks to the local school and trips to the park and woods.

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

The childminder teaches children about acceptable behaviour and supports them in learning how to share and take turns. She gives gentle reminders to children to be kind, share and to say 'please' and 'thank you'. The childminder takes children to groups and on outings. This teaches them how to adapt their behaviour to different social situations. She gives them lots of praise and encouragement. This builds children's self-esteem and confidence and prepares them well emotionally for the move to nursery and school.

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provision

The childminder has a secure knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She is fully aware of child protection issues and her responsibility in protecting children from harm. She accesses relevant training and has a strong up-to-date understanding of the potential signs of abuse and neglect and the procedures for reporting concerns. The childminder maintains a good range of written policies and procedures which support her practice and contribute to safeguarding children. These are shared with parents, reassuring them that their children are safe and well cared for. The childminder ensures all legally required documentation is in place and up to date. For example, children's details, Disclosure and Barring Service checks of the entire household and records of children's attendance. Children's safety is further enhanced with regular risk assessments and daily safety checks

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provision

of the premises and outings that children go on. Visitors are asked to show their identification and sign in and out of the home. These helps to ensure that children are cared for with safety as a priority while in the care of the childminder.

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provision

The childminder has a good understanding of her responsibility in meeting the learning and development requirements. She monitors the educational programmes to ensure all areas of learning are covered and that they provide suitable challenge for children. She carefully reflects on activities and uses this information, along with her good knowledge of child development and children's interests, to help with future planning. The childminder supports children to take part in a good range of child-initiated and adult-led experiences, which are stimulating and varied. She uses a tracking system which clearly aides the good progress children are making. The childminder's commitment to improving the provision for children is good. The childminder has reflected on her practice in a very positive way. For example, she regularly completes a self-evaluation to identify her strengths and areas of improvement. She has addressed the action and recommendations from her previous

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provision

inspection. For example, the home is safe and secure and she has developed her observations and planning systems to ensure that all areas of learning are included, supporting children's learning. Therefore, she is proactive in improving the provision for children. Consequently, children benefit from her commitment to maintaining continuous improvement.

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provision

The childminder ensures parents receive daily feedback, and occasional questionnaires are given. She receives positive comments from parents when children leave, saying how happy they have been with the care their children have received. This promotes parents' involvement in their welfare and builds a good partnership with the childminder. She shares her policies and procedures with parents, when children first start with her, as well as other important information. For example, Ofsted's contact details and her registration certificate are clearly displayed for parents to see. This means that parents are well informed about the service she provides. Comprehensive partnerships are in place with other providers of the Early Years Foundation Stage to ensure continuity of care, learning and readiness for school. The childminder understands the necessity of sharing relevant information with regard to children's learning and development with other agencies

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provision

working with the children, if needed. This ensures good continuity of children's care and learning, and she provides a very friendly, warm and caring environment.

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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 320030 Local authority Leeds Inspection number 872094 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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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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