Nicholson, Toni Louise

Inspection date

Previous inspection date 11/11/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 quality of teaching is good. The childminder talks consistently to children at their level, asking questions to support their communication and critical thinking skills.  The childminder has a secure understanding of how to support and plan for children's next steps in learning. As a result, they make good progress in their all-round development.  The childminder has a good knowledge of safeguarding procedures. She is clear about the procedures to follow should she have concerns about a child. The childminder minimises possible risks and as a result, children are kept safe.  Children's development and progress is fully supported through strong partnerships with parents and other professionals. The childminder develops a genuine bond with children, which helps them to settle well, feel emotionally secure and develop a strong sense of belonging.

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It is not yet outstanding because

 Children's interest and engagement in stories and books is not fully extended as the childminder is not maximising the use of interactive resources, puppets and other props.  The interesting play environment is not yet fully resourced with an extensive range of natural materials and open-ended resources to further enhance children's good exploratory skills and their imaginative play.

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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 compulsory part 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 areas of the childminder's home used for childcare.

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Inspection activities

 The inspector observed the childminder and children playing in the living room and talked to them at appropriate times throughout the inspection.

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Inspection activities

 The inspector sampled a range of the childminder's documentation, including Disclosure and Barring Service checks, qualifications, policies and children's learning records.  The inspector discussed the joint observation with the childminder.

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Inspection activities

 The inspector took into account the views of parents expressed through their written responses to the childminder's questionnaires.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her partner and child aged seven years in a house in Belle isle on the outskirts of Leeds. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The family has two dogs, a cat and a rabbit as pets. 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 five children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a recognised childcare qualification at level 3 and supports a number of children who have special educational needs and/or disabilities.

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

 extend the use of interactive books, puppets and props to support and encourage young children's engagement in stories and early interest in books

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

 extend opportunities for children to enhance their strong sense of curiosity and imaginative play, for example, by providing an extensive range of real and natural materials for them to investigate.

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who attend

Children are happy and content to be in the childminder's home. They benefit from an organised and stimulating learning environment, which they happily and eagerly explore. The childminder is a qualified childcare practitioner, who has a good knowledge and understanding of the Early Years Foundation Stage. She uses this knowledge to plan and provide stimulating activities, so children make good progress in their learning and development. The childminder gathers information from parents and carries out initial assessments of children's stage of development. This ensures she is clear about their starting points. Using this information, she makes regular, detailed observations and assessments of children's progress. This includes making good use of the progress check completed for children between the age of two and three years. Observations are clearly linked to the different areas of learning and assessed against the age banding in her

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who attend

guidance documents. Along with the children's interests, she uses her knowledge of children to plan future activities to effectively target gaps in their learning. The well- planned, purposeful play activities cover all areas of learning and provide fun and stimulating play experiences for children. Consequently, children are developing the key skills that they need for their eventual move to nursery and school. The childminder provides parents with a daily dairy and learning log, which ensures they are kept informed of their children's time with her. They also provide opportunities for parents to share detailed information about their children's learning experiences at home.

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who attend

Children love to explore the environment and make independent choices about their play. A particular favourite for some children is role play. The childminder provides a wide range of role-play resources, including a kitchen area, utensils, pretend foods and dolls, cots and high chairs. Younger children spend extended periods of time pretending to make food, mixing their chosen ingredients and feeding the dolls. Although children develop their imaginations during role play, there are few opportunities for them to experience natural open-ended resources. As a result, their imaginative play is not maximised and they are not introduced to real household items, wood and textured materials. Children develop a good understanding of early technology. For example, they choose mechanical toys and show they understand how to turn them on. This makes them spin around and enables children to see the flashing lights and hear the sounds they make. The childminder

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who attend

supports this play by talking to the children about what they can see and hear.

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who attend

The childminder supports a number of children who have special educational needs and/or disabilities. In particular, the childminder has good strategies to support children with their developing speech and language. For example, she narrates during children's play supporting them to link words to their actions. The childminder has attended a sign language course to further support children's understanding. Children have access to a good range of books and the childminder regularly reads to them and encourages them to enjoy stories, which are linked to their interests. This helps to further develop their understanding of words and print to promote their communication, language and literacy skills. There is, however, room to build on young children's engagement and enjoyment of story times, for example, by using more interactive books, puppets and props. The childminder displays a sound range of posters and words with pictures in the home to help

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who attend

children become aware that written words carry meaning. Children show a keen interest in the world around them and are thrilled as they watch a grass-cutting machine from the childminder's window. The childminder demonstrates good quality teaching as children play. She extends their interest in the outdoors by asking them about the weather and the noise the rain makes as it hits the window. Additionally, she introduces counting skills as together the childminder and the children count the cars they can see in the street.

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

Children develop secure bonds and strong attachments with the childminder. This is due to the detailed information gathered from parents about children's individual needs. Effective procedures are in place to support the move from home, which includes a gradual settling-in time that is planned around the needs of individual children. Additionally, the childminder labels a coat hook for each child, ensuring they feel a sense of belonging to her home. Through their body language, children show that they have developed a very trusting relationship with the childminder. They seek her out for cuddles and to engage her in their play and look for reassurance as they freely explore the environment. This shows children feel happy, safe and are emotionally secure.

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

The childminder uses a positive and consistent approach to managing behaviour, which takes into account children's understanding and stage of development. She is a good role model for children, treating them with respect. She places a strong emphasis on children learning to play alongside other children safely and encourages them to share resources. Children learn how to keep themselves safe and to recognise danger. For example, the childminder closely supervises them and teaches them how to sit on the furniture safely. An introduction to road safety is made even to the youngest children, with the childminder accessing a road safety pack to support this learning. Additionally, the childminder explains to them about the possible dangers of the equipment in the local park. This enables the older children to take responsibility for their own safety.

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

The childminder keeps her home and the play areas clean and well maintained. She employs good health and hygiene procedures and daily routines, which help to maintain children's health. As a result, they learn about their own personal hygiene needs. Children are provided with healthy fresh fruit snacks throughout the day, along with freshly prepared meals at lunch and teatime. The childminder provides a balanced diet for children. They learn about healthy eating through opportunities to talk about the foods they eat and they can see posters of healthy food choices displayed in the kitchen. Children's physical development is promoted each day. They go for walks to the local shops, parks and places of interest. Photographic evidence shows children climbing on large rocks and boulders in the park and visiting the local playing fields to run and play. Furthermore, the childminder takes children to soft play centres and she regularly meets

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

up with other childminder's and their children. As a result, children's health, well-being, emotional and social skills are effectively supported and they are developing the skills they need for their future learning.

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provision

The childminder has a very good understanding of her responsibility to protect children from possible harm. She has previously attended safeguarding training and ensures she continues to read child protection information and receive updates from the local authority. This results in a robust knowledge of the procedures to follow should she have any concerns about children in her care. Detailed risk assessments and additional ongoing daily and visual checks ensure children are safe indoors, outside and on outings. Effective safety equipment is well used and the childminder fully understands her responsibility to maintain the correct adult-to-child ratio. She ensures children are well supervised and keeps a detailed record of children's arrival and departure times and a record of any visitors to her home. Well-organised documentation, including robust policies and procedures, underpin the childminder's good practice and share her responsibilities with

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provision

the parents. Disclosure and Barring Service checks are in place for the childminder and her partner. Consequently, children's safety and well-being are given a high priority. The childminder is organised well and ensures required documentation is in place and easily accessible to parents and for inspection. She regularly monitors and evaluates her practice and has completed the Ofsted self-evaluation form to help her to identify strengths and areas for improvement. As a result, the childminder is aware of her strengths and she is keen to drive improvements to ensure that children receive the best possible learning experiences. She keeps her knowledge up to date through additional training and holds a recognised childcare qualification. This all helps her to improve the provision for all children supporting them to make good progress. The childminder follows good procedures to monitor the educational programme and children's progress through

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provision

regular observation, assessment and discussion with parents. This ensures that any gaps in children's learning are prioritised and the childminder can focus her attention accordingly.

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provision

Positive partnerships are established with parents and an effective two-way flow of information is well-maintained. This ensures that parents are fully informed of their children's daily activities, current learning and care routines. The childminder strongly values the views of parents and recently sent out questionnaires to gain feedback. Parents write that they like the childminder's flexibility and how she is able to meets the needs of the children and the extended family, for example, with regard to their working hours. Other parent's comment on the wide range of activities provided and how they are happy with how their children are developing. Additionally, the childminder has developed effective working partnerships with other settings attended by the children. This supports a consistent and collaborative approach to children's learning and the progress they make. Furthermore, the childminder works closely with other professionals involved in the care of

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provision

the children, for example, speech and language therapists.

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The Childcare Register

The requirements for the compulsory 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 EY434627 Local authority Leeds Inspection number 794070 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection not applicable

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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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