Childminder in Leeds

Inspection date

Previous inspection date 07/11/2014 20/11/2008

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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

 The childminder seeks good information on children's initial abilities and interests and completes regular observations and assessments of children's development. As a result, she is able to plan effectively for children's next stages of learning.  Partnerships with parents are good. The childminder actively involves parents in their children's learning and development by sharing their learning journey records and encouraging them to make comments and give feedback.  Children are well behaved because the childminder acknowledges good behaviour through consistent meaningful praise. As a result, children are happy and confident in the childminder's home.  Children are safeguarded because the childminder is fully aware of her responsibilities to protect them from harm. She successfully identifies and minimises potential risks to children. Consequently, children are cared for in a safe and secure environment.

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It is not yet outstanding because

 The childminder does not always extend children's critical thinking skills to the highest levels, so that they gain even more opportunities to make links and connect ideas in their learning.  Opportunities for children to further develop their knowledge and understanding about information and communication technology, are not fully embraced.

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

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

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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 1998 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and two adult children. They live in a house in the Horsforth area of Leeds, which is within walking distance of local amenities, such as shops, the library and the park. The whole of the ground floor of the property is used for childminding and there is an enclosed garden available for outside play. The childminder operates from 7.30am until 5.30pm, term time only. There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions. 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:

 make greater use of a range of different strategies, such as open-ended questions, to further challenge children's critical thinking, so they make links in their learning and connect ideas

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

 provide children with more opportunities to engage with resources to promote their understanding about information and communication technology, for example, by providing children with access to programmable electronic toys.

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who attend

The quality of teaching is good. The childminder uses her secure knowledge and understanding of the Early Years Foundation Stage to provide children with a wide range of interesting activities. There is a balance of adult-led and child-initiated activities, which are flexible to children's needs. For example, children demonstrate their good concentration skills when they play with malleable materials. To support this interest further, the childminder offers additional resources to create birthday cakes and introduces different shapes for children to recognise. This means that children's individual interests are well met. The childminder monitors children's progress regularly through detailed observations, which clearly highlight their next steps in their learning. She is astute in evaluating their ongoing progress and records this in detailed assessments that are linked to the different stages of development. This information is shared with parents

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who attend

on a regular basis and they are actively involved in this process by sharing comments about their children's learning at home. In addition, the progress check for children aged between two and three years, is completed in a timely manner and shared with parents, so that any gaps in children's learning are quickly identified and targeted. As a result, children are progressing well towards the early learning goals.

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who attend

The childminder places a high priority on supporting young children to develop their communication and language skills. She gets down to children's level and speaks clearly and directly to them, using simple words and phrases. The childminder listens carefully to what children say, repeating and rephrasing words and sentences to make sure they fully understand. However, the childminder does not always fully extend children's critical thinking skills by supporting and challenging their thinking, so that they have even more opportunities to make links in their learning and connect ideas. For example, when baking, the childminder misses the opportunity to extend children's thinking skills by asking them to consider what is happening as they melt the chocolate and place the buns in the fridge to harden. The childminder fully maximises opportunities for children to develop their mathematical skills through daily routines and activities. For example, children accurately

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who attend

count how many coins are in a pile as they sort them into coloured pots and how many steps there are up to the bathroom. In addition, the childminder encourages children to use mathematical concepts as they recognise numbers and shapes in the environment and talk about 'more' and 'less' during story time and rhyme time. Children have access to some programmable electronic toys to support their interest in technology. However, these are not always freely available for children to engage with and are stored away. This means that children are not always able to explore information and communication technology during child-initiated activities. Children actively join in songs and stories, following actions to familiar songs and music they hear. As a result, they develop their confidence in expressing themselves through music and movement.

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who attend

The childminder develops children's social skills further by attending several community groups with them, such as toddler group sessions. As well as complementing the activities provided in her home. This gives children the opportunity to be part of a larger group in preparation for when they start school. Children learn about the wider world when they visit local farms and parks and constantly discuss the changes in the environment and the weather. The childminder encourages children to explore their feelings by sensitively introducing books about understanding these. The childminder's effective teaching and sensitive interaction with children further promote their understanding of the wider community. For example, the childminder talks with children about recent events, such a family birthday and a trip to the nature reserve. She discusses how this can be incorporated into their play, gently encouraging them to take turns to speak and value

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who attend

each other's conversations. Overall, children are developing the skills they need for their future learning and the eventual move onto school.

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

The childminder creates a secure environment in which children are able to grow and learn. Children quickly form a trusting bond with the childminder and feel emotionally secure and settled. The childminder uses consistent boundaries that are in place and acknowledges good behaviour with positive praise to support children at all times. She encourages children to share and take turns. Therefore, they behave very well. Children enjoy choosing stickers for good behaviour, for helping or for mastering a new skill. The childminder talks to children about their families and events throughout the day, encouraging them to recall special occasions, such as birthdays, further raising their self- esteem and confidence.

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

Parents provide information about their children's care needs and preferences, so that the childminder can provide consistent routines. This includes nap times, potty training and dietary requirements. Daily communication ensures that parents are aware of how these key routines are managed throughout the day. The childminder displays photographs of children engaged in a variety of activities, at a low level for them to see. Children enjoy pointing out their friends and siblings and recall enjoyable experiences and outings, which they have shared. This gives children a positive outlook and enhances their well-being very well. As children grow and begin to start nursery or school, the childminder introduces stories and activities to help prepare them for the change. The childminder quickly establishes a good relationship with the children's key person within the setting to maintain clear communication channels. She walks children to the new setting and helps

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

to settle them if parents are unable to do so themselves. As a result, the move is made as smooth as possible and children are emotionally well prepared.

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

Children are encouraged to make healthy lifestyle choices, such as taking regular exercise and playing in fresh air. As children eat their lunch, the childminder talks about healthy food and why it is important to eat a balanced diet. The childminder encourages children to independently carry out self-care tasks, such as toileting and putting on their own shoes. The childminder uses age-appropriate language to teach children why they need to wash their hands to reinforce good hygiene practices. Children enjoy frequent visits to the park and local nature reserves where they enjoy running, climbing and exploring the environment. This promotes children's physical development. Through play and exploration, children are able to take developmentally appropriate risks. The childminder teaches them how to stay safe. For example, she shows children how to walk safely on the path on their way to school.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage and meets these to ensure children are kept safe and their welfare is promoted. She has completed child protection training. Consequently, she understands the procedures to follow should she have any child protection concerns. The childminder is aware of the possible signs and symptoms that may indicate a child is at risk and has guidelines to follow should she have any concerns. She undertakes detailed visual risk assessments that ensure children are safe indoors, outdoors and when on outings. In addition, the childminder implements a range of policies and procedures that protect and promote children's well-being. All documentation is retained and organised, including insurance, permissions to administer medication and accident forms. Evidence is also available for all adults living in the home, to ensure that they are suitable to be in

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provision

The childminder has effective systems in place to monitor the educational programme and children's progress. This ensures that she covers all areas of learning effectively and can quickly identify any gaps in children's learning. The childminder has a strong drive for improvement and has developed systems to help her evaluate and update her practice. For example, she completes a reflective diary to support her daily practice and assist in planning for children's needs. The childminder is committed to improving her service and has implemented changes since the recommendations of her previous inspection. For example, she has further developed systems for observations and planning, which now focus precisely on children's next steps in learning and development. Since her last inspection, the childminder has completed a qualification in childcare at level 3. She fully understands the impact her own childcare knowledge has on the quality of the provision

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provision

Partnerships with parents are positive and trusting. The childminder liaises closely with parents, to ensure children's individual needs are met and to promote continuity of care. Parents are very complimentary about the care that their children receive. Verbal and written information are shared between the childminder and parents on a daily basis and newsletters are sent home regularly. This ensures that children's needs are fully met and parents are kept informed of their child's care and activities that they will be undertaking. The childminder is aware of the requirement to work in partnership with other providers of the Early Years Foundation Stage and professionals to promote children's welfare when appropriate. In addition, the childminder has established good links with other settings that children attend. She discusses what topics children are studying at school, so that she can complement children's learning with activities that link in with current themes. This

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provision

means that all children are being supported well in their learning and make the best possible progress in their development.

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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 320235 Local authority Leeds Inspection number 847809 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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