Childminder in Leeds

Inspection date

Previous inspection date 07/11/2014 01/12/2010

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder provides a varied range of resources and experiences for children. As a result, children enjoy their time in the setting and gain the skills they need for their next steps in learning.  The childminder effectively promotes children's safety as she has a suitable understanding of child protection procedures and she minimises risks and hazards on the premises, so that children can play safely.  The childminder offers effective settling-in sessions to help children to feel comfortable and emotionally secure in the environment. She gathers valuable information about children's care needs, enabling her to follow their individual home routines.

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It is not yet good because

 The childminder does not fully support effective exchanges of information about children's learning and development with parents and other early years providers. Consequently, information is not shared and gathered to enable accurate assessment, inform ongoing planning and support children to make the best possible progress.  The childminder does not have rigorous methods in place for self-evaluation and does not effectively monitor her practice to drive forward future developments. As a result, less effective steps have been taken to address the recommendations set at the last inspection and secure continual improvement.

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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 had a tour of the premises, including the play room, living room and rear garden.  The inspector observed activities in the playroom and the living room.

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Inspection activities

 The inspector looked at children's daily journals and some other available documentation, including policies and procedures.

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Inspection activities

 The inspector checked evidence of the suitability of adults living on the premises and the childminder's qualifications.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, adult child and two children in a house in Wetherby. The whole of the ground floor 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. She 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 7.30am to 6pm, Monday to Friday, except for family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve the two-way sharing of information with parents to more effectively engage them in their child's learning and to provide more opportunities for parents to contribute information on a regular basis

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must:

 improve partnership working with other settings that children attend, in order to share and gather information about all aspects of children's learning and development and promote consistent support for children's learning.

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

 develop the systems used for self-evaluation, so that priorities and targets for improvement are based on rigorous monitoring of practice as well as the quality of the learning environment.

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who attend

The childminder provides a range of suitable experiences covering the seven areas of learning, which support the interests of children in her care. This means that children enthusiastically participate in activities and enjoy their time at the setting. The childminder makes some observations of children's learning and identifies some next steps. She completes tracker documents to monitor their progress. The childminder confidently talks about each child in relation to their age, stage of learning, interests and learning style, demonstrating her suitable knowledge of them. The childminder completes the progress check for children between the ages of two and three years, and shares this with the parents. The childminder gathers some information from parents when children first start, which means, generally, she knows what children can already do. Parents are provided with daily verbal updates about what their children have been doing during the day.

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who attend

However, the childminder does not routinely encourage parents' contributions. This is with regard to what children are learning at home, to support future planning and the assessment of their stage of development. Consequently, a consistent and collaborative approach to learning is not promoted to support children to make the best possible progress.

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who attend

The childminder encourages children to make their own decisions about their play and activity. She sets out some resources which she knows are of interest to them. She also provides a toy book, so children can look at photographs to select additional resources which the childminder then gets out for them. The childminder supports their communication and language development. She narrates on younger children's play so they hear vocabulary and can link words to their actions. She also sings a lot of songs with the children as they play and engage in daily routines. Children happily join in with the familiar songs and eagerly show they know the accompanying actions. The childminder supports the children to play well together, developing their social skills as they learn to share toys and take turns. As a result, children gain valuable skills needed for the next stage in their learning and the move onto nursery and school.

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who attend

Children have opportunities to develop their individual design skills and creativity. For example, they choose to use play dough and spend extended periods of time moulding and shaping the dough as they pretend to make buns. This play is extended by the childminder as she introduces the play cash register and toy money. She introduces counting as she uses the coins to buy buns from the children and also as they sing a song about a baker's shop. Additionally, the childminder asks the children questions about the colour of the dough and she teaches them early mathematical concepts as they talk about size and shape. This demonstrates an appropriate quality of teaching as the childminder supports children's early learning.

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

The childminder provides a warm, welcoming environment. It is resourced with a varied range of play equipment, both indoors and outside, and is a place where children feel safe and secure. This supports children's emotional well-being. Younger children have access to a broad array of toys and activities that promote their emerging skills and sensory awareness. For example, babies investigate through touch, taste and smell as they play with heuristic play materials in treasure boxes. Children appear happy and form secure relationships with the childminder because their emotional and personal care needs are met. The childminder uses information gathered from parents during settling visits so that she understands each child well, and responds to their individual care needs. This ensures that children's emotional and physical well-being is promoted and they are emotionally prepared for the next stage in their learning. Children behave well, because the

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

childminder is a good role model and provides clear guidance for children about what is acceptable behaviour. As a result, children learn to respect each other's similarities and differences and more able children show empathy for the younger ones. It also helps children to learn to keep themselves and others safe as they learn to safely play together.

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

Children show independence relative to their ages because the childminder supports them by offering choices and by praising them appropriately. This reassures children and promotes confidence and self-motivation. The childminder ensures that they have access to a varied range of indoor and outdoor equipment and resources that promote physical activity. For example, very young children have good opportunities to develop their crawling and early walking skills. More able children enjoy ball games, wheeled toys and jumping on the trampoline in the garden.

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

The childminder and children take regular walks in the local community and attend toddler groups, which promotes children's social skills. The childminder provides them with a varied range of healthy meals and snacks, which include fresh fruits. She chats to children about the foods they eat, effectively supporting their emerging understanding about a healthy diet. Children also have free access to their own drinking cups, and they are regularly reminded to have a drink ensuring they remain hydrated throughout the day. As a result, children develop a good awareness of why it is important to have physical exercise and lead a healthy lifestyle.

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provision

Friendly relationships are in place with parents and they are warmly welcomed into the home in order to settle and reassure their children. The childminder shares some information with parents each day to ensure they know about the service she offers and how their children have been throughout the day. Parents share, through written statements, their feelings of total trust in the care the childminder provides and her flexibility to meet their own changing needs. They also refer to the varied range of activities their children are engaged in. However, the childminder's current arrangements to involve parents in their children's learning are not sufficiently effective. As a result, information is not shared and gathered to support children's assessment, future planning and consequently help them to make good progress. Also at the last inspection a recommendation was raised for the childminder to develop her partnership working with

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provision

other early years providers. Although, the childminder has introduced herself to other professionals, she is not working sufficiently closely with them to promote a consistent approach to children's learning. As a result, children are not fully supported in their learning and development to make rapid progress.

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provision

The childminder has developing systems in place to monitor the educational programmes and learning and development of each child. She uses a tracker document to monitor children's progress and identify any gaps in their learning. However, the childminder does not monitor and evaluate her overall practice effectively, so that key weaknesses are identified and adequately addressed. This means that the recommendations raised at the last inspection, relating to partnership working, planning and self-evaluation have not been fully met. In addition, the childminder is not effectively identifying her current weaknesses or setting challenging targets for future development. As a result, the outcomes for children's care, learning and development are not driven forward and continual improvement made. The childminder has, however, met the action raised at the last inspection, by appropriately recording any medication administered to children, to

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provision

The childminder understands her responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has implemented a detailed safeguarding policy and attended updated safeguarding training. She demonstrates a secure understanding of the appropriate action to take should she have concerns about a child in her care. This means that children are protected from harm. The childminder has obtained the necessary vetting checks for all adults living on the premises to check that they are suitable to be around children. Children's safety is further promoted as the childminder completes regular risk assessments to identify and minimise hazards. The childminder's inner front door of her home is kept locked to prevent unauthorised access and a record of attendance is maintained for both children and visitors. The childminder keeps accident and medicine forms accurately completed with children's details. She also

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provision

ensures that she keeps her paediatric first-aid certificate up-to-date, enabling her to support children if an accident occurs.

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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 EY411696 Local authority Leeds Inspection number 875465 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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