Childminder in Leeds

Inspection date

Previous inspection date 18/11/2014 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 has a good understanding of the learning and development requirements of the Early Years Foundation Stage. As a result, children engage in a range of interesting activities which meet their individual needs, interests and contribute to their continued good progress.  The childminder has a very good knowledge and understanding of her responsibility to safeguard children, which is successfully implemented in practice. This means that children are well-protected and play and learn in a safe environment.  The childminder has established strong partnerships with parents and other settings that children attend. She encourages them to share what they know about their children. The childminder also keeps them fully informed about children's achievements and progress.  The childminder is very caring, sensitive and skilled in helping children to feel settled

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This provision is good

and to form secure emotional attachments. This in turn nurtures their independence, confidence and overall well-being.

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It is not yet outstanding because

 Children are provided with fewer opportunities to see print in the environment, to further promote their understanding that print conveys meaning.  There are fewer natural and real resources available to further promote younger children's exploratory play and sensory experiences.

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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 toured the home of the areas used for childminding, including the playrooms, kitchen, downstairs bathroom and rear garden.

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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 the childminder, a selection of policies and procedures, including the safeguarding policy and procedure and children's learning records.

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Inspection activities

 The inspector observed children playing and talked to the childminder and children throughout the inspection.

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Inspection activities

 The inspector took account of the written comments of parents and discussed self- evaluation.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory parts of the Childcare Register. She lives with her child in a house in the Gledhow area of Leeds, West Yorkshire. The whole of the ground floor, except for the lounge and rear garden are used for childminding. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and parks on a regular basis and collects children from the local schools and pre-schools. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8.00am to 6.00pm, Monday to Wednesday, except bank holidays and family holidays. 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:

 display and use more printed and written words in the playroom to enable children to further develop their understanding that print conveys meaning

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

 enhance the already stimulating environment, for example, by adding more natural and real resources to further extend younger children's exploratory play and sensory experiences, particularly in the indoor environment.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage, as a result, she provides a range of age-appropriate activities, which effectively promote children's learning. The childminder recognises the importance of igniting children's interests, curiosity and enthusiasm for learning. She achieves this by providing a good balance of child-initiated and adult-led activities, which are planned to support children's individual interests, age and ability. The childminder has a good awareness of the progress check completed for children between the ages of two-and-three years. She ensures that she informs parents of how their children are progressing within the prime areas of learning and development. The childminder shares this information with parents and other settings that children attend. This helps to ensure a good quality of continuity of care and that the childminder is working closely to enable a shared understanding of children's progress.

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who attend

The quality of teaching is consistently good. For example, younger children have an interest in books and animals. The childminder extends this interest as she encourages children to paint their hedgehog and explains where some animals go in winter. The childminder also talks to the children about feeding the birds while they place food for them near the trees in the feeders. The childminder encourages children to develop their creative skills as they get ready to paint. Younger children who are reluctant to paint are encouraged positively by the childminder as she shows them how to hold the brushes. Children respond well, dipping the brush in the paint and then guiding it on to the hedgehog they are painting. This develops younger children's coordination. As they paint the childminder describes the different colours they are using and also counts how many paint compartments there are. This introduces early recognition of colours and counting.

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who attend

The childminder develops children's interest in the local environment through regular visits to local woodlands and parks to collect leaves, twigs and conkers. However, there are fewer natural and real resources available in the indoor environment to further promote younger children's exploratory play and sensory experiences. The childminder continually talks to the young children helping to develop their communication and language. Children have access to a good range of books, which are readily available and attractively displayed to entice children to use them. They are keen to sit and look at these with the childminder. However, children have fewer opportunities to see printed or written words in their play environment, such as labels supported with pictures, to further enhance their understanding that print conveys meaning. Babies eagerly pull themselves up using the activity walkers around the home. As they pull themselves up they enjoy watching the

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who attend

lights flash and listening to the different noises made by the buttons they press. This helps to promote both babies physical and technology development.

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who attend

The childminder works closely with parents and gathers information about children's interests and what they are able to do before they start to attend. She uses this information alongside her own initial observations to effectively assess children's starting points. This coherent approach to children's learning and development means that their needs are effectively met from the start. The childminder carries out detailed, ongoing observations, linked to the areas of learning and these are used to identify children's next steps in learning. This means that the childminder is able to effectively assess the progress children are making, which helps to prepare them well for the next stage in learning, such as nursery or school.

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

Children are clearly happy and settled with the childminder. This is because she provides a nurturing environment which is calm, positive and conducive to effective learning. The childminder gathers important information from parents at the start, such as, children's daily routines and invites children for flexible settling-in sessions. This helps the childminder to get to know the children and helps them to feel secure in her care. This is evident as the childminder recognises when children are feeling tired and settles them for a rest. This supports children's emotional well-being.

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

The childminder uses praise and encouragement to support the children's good behaviour and children respond positively to this. Children attend regular toddler and childminding groups where they have opportunities to socialise with their peers. In addition, they accompany older children to school and preschools. This helps to familiarise them with other settings and prepares children for later as they move to other settings. The childminder promotes children's understanding of safety as they practise road safety on outings. She talks to children of all ages about procedures to follow in the event of a fire. They regularly practise fire drills to ensure they are aware of how to evacuate from the home in an emergency. This helps children to develop their understanding of staying safe. Children play in a safe, clean and well-maintained family home. Children are able to freely access a good range of age and developmentally appropriate resources each day.

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

The childminder successfully promotes children's good health and well-being. She implements effective routines for hand washing and ensures that all toys and equipment are cleaned regularly. Children are well nourished and have plenty to drink. The childminder provides healthy and nutritious meals, which she supplements with healthy snacks to ensure children do not become hungry. She gains good information from parents about children's meal routines and takes into account any dietary needs children may have and their likes and dislikes. The childminder ensures children get daily fresh air and exercise. For example, children can climb on the slide and sit on rockers and visit local parks and places of interest. This develops their awareness and understanding of a healthy lifestyle.

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provision

The childminder is very professional and organised, ensuring that all of the documentation in place is completed to a high standard. She has a good knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. This results in children being safeguarded very well as the childminder has ensured that her premises and other places visited are safe and secure to protect children from harm. The childminder has a good awareness of the signs that may cause her concern about a child's welfare. She has undertaken child protection training and fully understands the importance of her role in protecting children and seeking help and advice should that become necessary. Parents are fully informed of her duty of care through effective policies and procedures. These are shared with parents from the start of any care arrangements. The childminder undertakes comprehensive risk assessments for her home, garden and for

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provision

individual outings. She reviews these regularly along with daily checks, to ensure that the safety measures meet the current safety needs of the children attending. The childminder keeps her paediatric first-aid qualification up-to-date to enable her to attend to any medical needs appropriately. These measures help to ensure that children are well protected from harm.

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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. The childminder carefully reflects on activities and uses this information along with her secure knowledge of child development and children's interests, to help with future planning. The childminder uses a tracking system which clearly aides the good progress children are making. The childminder's commitment to improving her service and provision for children is good. Through seeking support from her local authority and by completing self- evaluation and quality improvement plans, she gains a good understanding of her strengths and areas to improve.

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provision

Good partnerships are in place with parents and other professionals to ensure continuity of care and learning and readiness for school. Relationships with parents are very positive and she gives daily feedback to ensure they are consistently involved in their child's learning. Parents are also provided with yearly questionnaires to seek their views about the service being provided and to gather information about any changes in their children's interests. This ensures that the childminder and parents are able to work together to bring about changes that benefit the children. The childminder shares her policies and procedures with parents at the start to ensure they are aware of how she organises her setting to keep children safe and how she plans activities to provide children with stimulating learning opportunities. She knows to work in partnership with other practitioners who provide shared care and learning for children, such as pre-schools and

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provision

schools. She is also aware that if she minds children with special educational needs and/or disabilities that she may need to work with specialised professionals to support their learning and development.

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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 EY430574 Local authority Leeds Inspection number 771081 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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