Childminder in Leeds

Inspection date

Previous inspection date 18/11/2014 31/05/2011

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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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder works in partnership with parents to ensure that children settle well.  Children form secure attachments with the childminder, which means they are happy and confident in their surroundings.  The learning environment is safe and clean. The childminder has a clear understanding of the action to take in the event of a safeguarding concern about a child.

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It is not yet good because

 Planning is inconsistent and does not provide suitably challenging activities across all areas of learning. Therefore, some aspects of learning are less well planned for.  Children's ongoing learning is not always complemented by precise and timely assessments which identify their individual learning styles. As a result, opportunities are missed to provide challenging activities to further children's progress.  Evaluation does not set challenging targets for improvements in teaching and learning, to support children's achievements over time.

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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 observed interactions between the childminder and children during play and care routines.

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Inspection activities

 The inspector looked at a range of documentation including policies and procedures and children's development records.

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Inspection activities

 The inspector viewed the areas of the property used by the childminder when minded children are present.

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Inspection activities

 The inspector spoke with children and held discussions with the childminder at appropriate times throughout the visit.

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Inspection activities

 The inspector checked evidence of the suitability and the qualifications of the childminder and discussed self-evaluation.

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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 partner and adult child in Richmond Hill, Leeds. The whole of the second floor flat is used for childminding. The childminder collects children from the local school and attends local playgroups. There are currently six children on roll, all of whom are in the early years age range. Children attend for a variety of sessions. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 ensure challenging and purposeful experiences are planned for each child which provide them with learning opportunities across all aspects of learning

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must:

 ensure more rigorous assessment of children's learning and development, in order to assess more accurately their progress; use this information to consistently shape their experiences in order to plan precisely for their next steps in learning and development.

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

 improve reflective practice to develop a more accurate overview of the quality of teaching and learning, to support children's achievements over time.

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who attend

The childminder has a sufficient understanding of how children develop and how their learning links to the early learning goals. Educational programmes cover the seven areas of learning, however, some aspects of learning are less well planned for, such as enabling children to be imaginative. As a result, planning for what children need to learn next is not always challenging enough to ensure progress is consistently made. The childminder completes some observations of children's learning and development, which are supported with photographs. For example, the childminder encourages older children's mathematical language as they construct with building blocks, counting and using positional language as they play. The childminder completes assessments of children's learning but she does not consistently use this information well, to plan activities that succeed in their purpose to meet children's ongoing development. Therefore, the quality of teaching is variable, which

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who attend

means that not all children make good progress. Nevertheless, children delight in their experiments with crayons and pens as they make marks and draw pictures to share with the childminder. Babies are active learners. They freely choose from a variety of resources indoors. The childminder responds to the non-verbal communication methods of babies. She shares their interests by exploring different musical toys with them as they play. As a result, babies develop their confidence, are sociable and are learning how to form relationships with people who are special to them. The childminder encourages children to develop their physical abilities as they have daily opportunities to play, ride, run and climb outside through regular trips to the local parks.

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who attend

The childminder shares information about children's care and learning with parents on a daily basis by way of discussion. This provides parents with opportunities to support and contribute to their child's learning at home and promotes consistency between the home and the childminder. The childminder understands the different ways she can support children as their language skills develop. For example, she talks to children about what she is doing and describes the world around them. The childminder talks to children as they explore activities, which supports their social skills. Consequently, children are acquiring the skills they need in order to support their future learning.

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

The childminder creates an environment that is welcoming and children demonstrate they feel safe and secure and enjoy being in her care. They form close bonds and share cuddles. The childminder understands children's need for emotional support during periods of change. Therefore, she offers flexible settling-in sessions that children attend with their parents until they feel safe and secure. The childminder obtains appropriate information from parents. For example, she finds out about children's likes and dislikes and strategies she can use to support them if they feel upset. As a result, children form secure emotional attachments with the childminder because she is aware of their individual needs. Consequently, children's move between home and the provision is supported well.

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

The childminder acts as a good role model. Children behave well and the childminder appropriately models and teaches children the importance of good manners. For example, she encourages toddlers to say 'please' and 'thank you' when they ask for something. In addition, the childminder offers praise for their efforts, which raises toddler's self-esteem and confidence. Children are learning to use equipment safely and listen to the childminder, who offers clear explanations to support their growing awareness of safety and risk management. Fire drills are practised regularly, which helps children to have an understanding of how to keep safe in an emergency.

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

Children have opportunities to take safe risks and experience physical challenge in the local park. These outings, along with walks around the local area, help children to develop confidence, independence and social skills outside of the childminder's home. The childminder provides children with good quality, accessible resources. This allows them to be independent in their play. As a result, children are emotionally well prepared for the next stage in their life, such as attending school. The childminder teaches children the basics of making healthy choices. Children have regular drinks throughout the day, and healthy, nutritious meals are provided by the childminder, such as home-made chicken casserole. Children learn hygiene practices, such as washing their hands before mealtimes and after they have been to the toilet. This helps them to learn how to keep themselves healthy. The childminder ensures that her home and resources are clean, which helps to

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provision

The childminder demonstrates an appropriate understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has well documented policies and procedures in place which she shares with parents. The childminder demonstrates a sound understanding of safeguarding children and child protection procedures. She is aware of the signs and symptoms of abuse and is knowledgeable about the procedure to follow if she has any concerns about a child in her care. The childminder explains the procedure to follow and who to notify in the event of an allegation being made against her. This ensures that children are protected from abuse. The childminder identifies potential risks within the setting and on outings. For example, there are safety gates in appropriate places, to prevent children having unsupervised access to the kitchen.

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provision

The childminder has a sound understanding of her role in meeting the learning and development requirements. However, monitoring of assessments of children's learning and development is not frequent enough to provide a current overview of each child's skills, abilities and progress. As a result, the information gained by the childminder cannot make a timely contribution to identifying any areas where children may be falling behind or need extra challenge. The childminder is continuing to develop her practice and has met some of the recommendations from the last inspection. However, she is not targeting specific areas for improvement, such as assessment, to support her own professional development, and this results in variable practice. Nevertheless, she provides suitable care and learning for children.

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provision

Overall, the childminder encourages positive partnerships with parents and she regularly engages with parents to keep them updated about their children's learning and care. Parents comment that they are happy with the service the childminder provides. The childminder understands the importance of working in partnership with other professionals and sharing information, in order to identify all children's needs.

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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 EY416921 Local authority Leeds Inspection number 879906 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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