Childminder in Leeds

Inspection date

Previous inspection date 17/11/2014 24/02/2011

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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 and her assistant provide a warm and welcoming environment. As a result, children are happy and form trusting relationships, which positively impacts on their self-esteem.  The childminder has good knowledge and understanding of the Early Years Foundation Stage. Her effective teaching methods, observations and the tracking of learning result in the children making very good progress in their learning and development.  The childminder provides a wide range of exciting activities which challenge children. As a result, they are developing a love of learning which prepares them well for their move on to school and other settings.  The childminder adopts a collaborative approach with parents and other settings which the children attend. Therefore, information is shared regularly, supporting and complementing the learning that takes place in both settings.  Children are well safeguarded. The childminder has in-depth knowledge of child

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This provision is good

protection issues. Consequently, she has a clear understanding of how to refer and deal with any concerns that may arise.

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It is not yet outstanding because

 There are occasions when the childminder misses opportunities to help children regulate their emotions and develop self-control.

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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 spoke with the childminder, her assistant and children at appropriate times during the inspection.  The inspector took account of the views of parents and professionals.

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Inspection activities

 The inspector looked at paperwork including policies and procedures and the children's development records.

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Inspection activities

 The inspector checked evidence of suitability of all members of the household, the childminder's qualification and self-evaluation.  The inspector observed activities in the lounge, kitchen and conservatory.

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Information about the setting

The childminder was registered in 1974 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in the Barwick in Elmet area of Leeds. The whole of the ground floor is used for childminding and there is a fully enclosed garden for outdoor play. The family has a pet dog. The childminder is registered to work with an assistant. There are currently nine children on roll, four of whom are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.30pm, Monday to Wednesday, except bank holidays and family holidays. She supports children who speak English as an additional language. The childminder leads a local toddler group and 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:

 enhance children's self-control during activities, for example, by encouraging them to manage their own behaviour by explaining ways of dealing with anger and other strong feelings.

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who attend

Teaching in the setting is good. This is because the childminder and her assistant are experienced practitioners and have knowledge and understanding of how children learn and develop. The childminder gathers information about each child before they start at the setting. She uses this information to plan activities which meet children's individual needs. For example, she effectively meets the needs of children who speak English as an additional language because she learns nursery rhymes and key words in their home language to support their communication and language. The childminder makes regular observations of children and plans experiences to develop their skills. For example, children learn about numbers. The childminder plans activities, such as writing, painting and games, to teach children about the number 'three'. She extends children's learning through child-initiated activities. For example, children ask to go for a walk and she

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who attend

suggests a walk round the village looking for the number 'three'. Therefore, children are learning that numbers carry meaning in the environment. The childminder has developed a tracking system to monitor achievement across all areas of learning. Consequently, she identifies gaps in learning and addresses these quickly.

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who attend

The childminder and her assistant are particularly skilled in supporting children to acquire communication and language skills. For example, when children wash paintbrushes, the childminder encourages them to describe what is happening to water. Children talk about the changing colours and tell the childminder that the water has turned 'muddy'. The childminder skilfully questions the children and extends their vocabulary. She asks, 'Why has it turned muddy? Is it all squidgy?' Children laugh and respond saying 'No, it has turned brown' and 'water is not squidgy!' Children are active learners. They select toys and activities from the wide selection on offer. The childminder makes good use of spontaneous play to introduce mathematical language, such as 'big' and 'small' and 'more' and 'less'. As a result, children are learning through play.

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who attend

Parents are kept informed of their children's progress through the use of daily diaries, conversations and newsletters. The childminder provides ideas for parents so they can guide their children's learning at home and encourages them to contribute in the children's learning records. Parents are involved in the progress check for children between the ages of two and three years. As a result, children make good progress and are well prepared for their next steps in learning, including school. Children enjoy a wide range of experiences outside of the setting. They regularly visit the local school, the library and playgrounds. These opportunities prepare children for the move on to other settings as they socialise with others.

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

Children are cared for in a warm and welcoming environment. The childminder and her assistant are very practised at forming strong attachments with children. As a result, children are happy and confident. The childminder generally supports children's emotional needs effectively. However, there are times when she misses opportunities to help children learn to develop self-control. This is because she intervenes immediately when children are frustrated or angry or they want the same toys. Consequently, children do not always have effective opportunities to learn how to independently manage their strong feelings and behaviour themselves. The childminder and her assistant are good role models. They set clear boundaries for behaviour and give plenty of praise. For example, following a painting activity, children are encouraged to clean up their mess before moving on to another activity. The childminder provides warm soapy water and praises children

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

The childminder's house is very clean and well organised. She carries out regular risk assessments and removes hazards to ensure that children are kept safe. Children learn to take well-managed risks. For example, when they use scissors to cut up paper, the childminder talks about how to use scissors safely and stands close by to supervise. Care practices are strong. The childminder ensures that children wash their hands after using the toilet and before meals, and gives a clear message why this is important. Therefore, they are developing good hygiene routines. Children are given opportunities for exercise on a daily basis. The childminder promotes a healthy lifestyle for children and their families and has set up a running club to support parents' health as well as their children's. Parents comment that, 'The childminder encourages outdoor play and exercise as much as possible'. The childminder provides a nutritious menu for children. Between

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

meals they can choose from a variety of fruit and healthy snacks. This means that children are learning to make healthy independent choices. Children are extremely well supported when moving from one setting to another. This is because the childminder forms strong partnerships with other professionals to ensure that children reach their full potential. The childminder works particularly well with the local school. She regularly shares observations of children with pre-school staff and receives information from the pre-school about their planning, so that she can support topics within her setting. Younger children attend school assemblies and regularly pick up older children from school. As a result, they become familiar with the environment and are emotionally well prepared for their next steps in learning.

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provision

Safeguarding arrangements are strong. The childminder understands her role in protecting children from harm and is aware of what to do if she has a concern about children's welfare. Risk assessments are thorough, and as a result, children are cared for in a safe environment. Sampled documentation and records are well maintained, giving a firm indication that all required documentation is in place and underpins children's safety and welfare.

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provision

Since her last inspection, the childminder has implemented an effective system which links observations to the areas of learning and development within the Early Years Foundation Stage. Her planning, which is based on accurate assessments, meets the individual learning needs of children. She tracks children's progress across the seven areas of learning; any gaps in learning are identified and strategies are put in place to ensure rapid progress. Training undertaken by the childminder has had a positive impact on children. For example, she has attended training, funded by her local authority, about movement play. As a result, she has made some new resources which enhance children's physical development. The childminder effectively monitors the practice of her assistant and makes him aware of his roles and responsibilities.

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provision

The childminder's self-evaluation effectively identifies strengths and weaknesses and priorities for improvement. It takes into account the views of parents, children and other professionals. Parents' comments are overwhelmingly positive. They write that the childminder 'has a lovely manner with all the children in her care. She is kind, calm and patient with them and all the children are happy and well behaved and know what is expected of them'. Consequently, the childminder is monitoring and evaluating her setting and is committed to continuous improvement. Overall, this is a very good, friendly setting and children receive a positive early years experience which lays a solid foundation upon which to support their future learning.

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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 319632 Local authority Leeds Inspection number 872075 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 9

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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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