Childminder in Leeds

Inspection date

Previous inspection date 20/11/2014 14/01/2009

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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 has a very good understanding of the Early Years Foundation Stage and uses her knowledge and skills to effectively teach and engage children in learning. As a result, all children make good progress in their learning and development.  The childminder has established very positive relationships with parents and other early years providers that children attend. Consequently, children's emotional well-being is supported as they experience continuity and consistency of care and learning.  Children are effectively safeguarded because the childminder has a good understanding of child protection and takes all necessary steps to keep them safe from harm.  Good partnerships with parents and other professionals enables the childminder to understand and meet the different care and educational needs of individual children, including those with special educational needs and/or disabilities.

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It is not yet outstanding because

 Occasionally, children have fewer opportunities to explore a range of sensory and open- ended play experience outdoors.

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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 had a tour of the premises and observed children playing.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector took account of the views of parents from written information.  The inspector looked at a sample of policies, documents and procedures.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and other household members.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, one adult child and one child aged seven years, in the Colton area of Leeds. The whole of the ground floor and the rear garden are used for childminding purposes. The family has a pet dog. The childminder attends a toddler groups and visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, of these, three are in the early years group and attend a variety of sessions. The childminding provision operates all year round from 7am to 6pm, Monday to Thursday, except bank holidays and family holidays. The childminder provides funded early education for two- three- and four-year-old children and supports children with special educational needs and/or disabilities. The childminder has a degree in early

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Information about the setting

childhood studies 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:

 extend the range of sensory and open-ended play experiences for children to explore outdoors, for example, by providing a wider range of open-ended resources, such as logs, bark and mud for them to investigate and use to extend their play and learning.

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who attend

The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage. She successfully promotes children's learning and development by providing them with a wide variety of interesting and challenging activities such as, visits to parks and farms, celebrating different cultural festivals, baking and painting. These activities effectively support children to develop their understanding of the world. The childminder knows all children very well and where they are in their stage of development. Parents are involved in the initial assessment of their children's learning because they provide information about what their child can do already, their interests and favourite things when they start with the childminder. She uses this information to establish where children are in their learning and development. All children's learning is evidenced in their individual books where the childminder records her observations of the

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who attend

children as they play and identifies the next steps in their learning. The childminder is flexible in her planning and ensures that activities build on feedback from parents about their children's interests and learning at home. She effectively supports children's current interests and meets their individual needs. As a result, any concerns in children's development are quickly identified, which ensures that all children, including those with special educational needs and/or disabilities make good progress in their learning and development. The childminder completes the required progress checks for children between the ages of two and three years and provides parents with a written summary of development. This promotes effective partnership working to support children both in the setting and when at home.

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who attend

The childminder ensures that each area of learning is implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. The childminder places a strong emphasis on fostering children's communication and language skills. Children's emerging vocabulary is skilfully extended as she introduces new words for body parts, such as shoulders, and repeats words that the children say using the correct pronunciation. The childminder uses creative methods to support children who have English as an additional language. She uses greetings cards that have a facility to record spoken messages. She asks parents to record short messages in their home language to help settle their children. In addition, she records the titles of favourite books, which help children to find and recognise a particular book. This is a very good use of simple technology to ensure that children are developing listening and attention skills. It also

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who attend

ensures that her setting is inclusive and welcoming to children who speak English as an additional language.

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who attend

The childminder develops children's understanding of mathematics very well. She introduces concepts such as big and small by using different-sized dolls. She supports children's understanding of volume by talking about the bath being full of water and empty. She helps children recall the process of bathing and encourages them to use their imagination very well. Furthermore, the childminder sensitively encourages children to play peek-a-boo games in which they take great delight. This experience supports them in developing their understanding of taking turns. The childminder has recently developed her garden so that children have access to a purpose-built sunken trampoline. Children learn to count from one to three and are able to develop their physical skills of coordination balance and control in a fun way as they jump and bounce on the trampoline. The childminder enthusiastically joins in and encourages children as they bounce. The

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who attend

childminder is skilful at highlighting teaching points whilst having fun. She uses open- ended questions to encourage children's critical thinking and problem-solving abilities. As a result, children are gaining the key skills, attitudes and dispositions they need, in order to be ready for their next stage of learning.

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

Children's introduction to the childminder's home is managed very well. For example, all parents are offered a home visit, which enables children to meet the childminder for the first time in a place where they feel very confident. Settling-in visits are personalised to the needs of the children and their families so that they can get to know the childminder and become familiar with their new environment in a relaxed way. Children form close bonds with the childminder. This is because she is sensitive to their needs and ensures they are fully met. For example, children regularly share cuddles when tired and seek reassurance from the childminder throughout their play. She ensures the continuity of care and routines for the children by developing effective partnership working with parents. Information about daily experiences is shared through conversations and by way of a feedback diary where parents and the childminder record important events. This means

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

that children feel safe and secure and their individual emotional needs are met very well.

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

The childminder provides a wide range of resources indoors for the children. Many are stored in labelled boxes and baskets, which they can access independently. To support children in choosing other available resources the childmnder has developed a pictorial catalogue of activities and resources that the children have enjoyed. They look through this and can choose to use them again. This means that children are developing the ability to make decisions about what they play with. The outdoor provision is not as well developed as it is indoors. For example, although there are many opportunities for children to develop their physical skills, there are fewer opportunities for children to develop their curiosity and exploration skills. This is because children have a more limited choice of open-ended resources available to support their play and learning.

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

The childminder supports children's behaviour and social skills very well. She uses effective distraction techniques to prevent conflict. For example, she sensitively prevents younger children from spoiling older children's games by encouraging them to focus on something else. The childminder understands the age and stage of the children very well. She uses playful methods to provide them with appropriate, secure and consistent boundaries so that they know what is expected of them. For instance, she effectively uses their play with dolls to help them develop empathy as she talks about cuddling the baby and being gentle. She praises children when they do something well, which helps to develop their confidence and self-esteem. The childminder teaches children to assess everyday risks by talking to them about road safety during walks to school. She also encourages them to think about their own safety by encouraging them to help remove the

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

leaves from the trampoline so that they do not slip. The childminder provides healthy food choices at snack and mealtimes. She encourages children's independence as they cut their own bananas and make choices about what to put in the wrap they make for their lunch. The childminder encourages children to wash their hands before eating and after using the toilet. Furthermore, she encourages and supports them in brushing their teeth after meals. As a result, children are learning how to manage their personal care and are developing understanding of how to keep themselves safe and healthy.

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

The childminder has positive relationships with parents and other early years providers that children attend. As a result, children experience continuity and consistency of care and learning. The childminder also supports children emotionally in their move on to nursery and school. Children become familiar with their new environments when they visit school to drop off and collect older children. The childminder makes sure that children have the skills they need for the next setting, such as independence in toileting, dressing and feeding themselves. This means that children are well prepared for the next stage in their learning, such as school.

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provision

Children are well protected. This is because the childminder has a good understanding of her responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder demonstrates her knowledge in recognising the signs and symptoms of abuse and understands the correct procedures to follow in the event of any concerns about the welfare of children. The childminder ensures that her home is safe and secure. The door to her home is kept locked, which prevents children from leaving and people entering uninvited. She consistently monitors visitors to her home and thoroughly checks their identity. The childminder completes daily safety checks in the areas that she uses for childminding to minimise risks. She regularly checks her fire alarm and practises evacuation to ensure that children know what to do in the event of an emergency. She records any accidents that children encounter accurately and always

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provision

shares information about them with parents. In addition, the childminder holds a current paediatric first-aid qualification, which ensures that she has up-to-date knowledge of what to do in the event of an accident or injury to children.

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provision

The childminder's commitment to developing her learning and practice is exemplary. She attends many courses and is very reflective in her practice. She meets with other local childminders and together they check their observations of children to ensure that they are correct and consistent. The childminder provides a notice board for parents, which displays information about activities that they can do at home with their children, and a range of other relevant information, including a newsletter that the childminder produces. Parents complete questionnaires each year, which are used to inform the childminder's self-evaluation process. This helps her to constantly review and evaluate her service. She is currently consulting with parents on their preferred method of formal communication. Furthermore, the childminder has effectively addressed recommendations from her previous inspections, which demonstrates her ability to continually improve her setting.

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provision

Good partnerships with parents and other settings enable the childminder to meet and understand the different care and educational needs of all children, including those with special educational needs and/or disabilities. Parents are kept fully informed about the childminder's educational programmes through frequent newsletters and daily communication through feedback books. Parents speak extremely positively about the childminder and state how happy their children are in her care. The childminder has developed strong and effective partnership with other local professional and services to support the children. She shares information with other settings that children attend and works closely with services, such as the children centre and speech and language therapists. The childminder regularly supports the work of other professionals by working with them to deliver specific therapies and planned programmes of support to the

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provision

children. This means that she provides very good support to ensure that children make good progress and achieve their potential.

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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 EY382043 Local authority Leeds Inspection number 858723 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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