Childminder in Leeds

Inspection date

Previous inspection date 07/11/2014 20/01/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. As a result, she provides a range of exciting learning opportunities to meet children's individual needs.  Babies are happy and settled in a welcoming environment. They form positive relationships and attachments with the childminder.  The childminder has a sound knowledge of the progress check for children between the ages of two and three years. She assesses children and provides parents and/or carers with a written summary of their progress.

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It is not yet good because

 The childminder does not always risk assess appropriately in order to keep children fully safe, with particular regard to the arrangements made when young children are sleeping.

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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 activities in the kitchen, dining room and lounge.  The inspector spoke with the childminder at appropriate times during the inspection.  The inspector took account of the views to parents.

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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.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in the Whinmoor area of Leeds. The whole of the ground floor of the childminder's house is used for childminding, and there is an enclosed garden for outside play. The childminder has a cat. The childminder attends a toddler group and local children's centre. She offers care before and after school. There are currently eight children on roll, of whom one is in the early years age range. The childminder operates all year round, from 7am 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:

 take all reasonable steps so that children are not exposed to risks in the environment, for example, by carefully considering the safety of babies while they sleep.

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who attend

Teaching in the setting is good. This is because the childminder holds a relevant childcare qualification and has knowledge and understanding of how children learn and develop. She gathers information about each child's stage of development before they start at the setting. As a result, she is able to plan challenging activities, which meet children's individual needs. The childminder makes regular observations of children. Consequently, she plans unique experiences for every child. For example, she has recently extended her range of technology resources to develop children's understanding of the world. She 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 is particularly skilled in supporting babies to acquire communication and language skills. For example, she uses a dragon puppet to help babies develop sounds. She says, 'Roar' and babies respond by making the same sound. She repeats this several times. As a result, babies are learning to take part in turn taking 'conversations'. Babies enjoy these interactions and laugh heartily. The childminder has developed a wide variety of resources, such as baskets of sensory materials, which have been inspired by her reading and through courses, which have been funded by her local authority. This means that babies have plenty of opportunities to explore their surroundings and their interests are well supported. Parents are kept informed of their children's progress through the use of daily diaries and conversations. The childminder provides ideas for parents, so they can guide their children's learning at home and encourages them to contribute in their learning records.

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who attend

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. Younger children enjoy a wide range of experiences outside the setting. They regularly visit playgroups, childminder groups, the local 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's well-being is not sufficiently promoted by the childminder because she allows babies to sleep on the sofa surrounded by cushions. This means that children are not kept safe when sleeping as there is a risk of suffocation, which has not been considered as part of the risk assessment. The childminder does not organise her premises and equipment well enough. Consequently, children are not provided with a suitable place to sleep. The childminder cares for young adults who currently attend college and have special educational needs and/or disabilities. The childminder is warm and caring and forms strong bonds with children. For example, she knows when babies are tired or hungry because she understands their methods of non-verbal communication. As a result, children are happy and settled.

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

The childminder makes use of a range of resources both indoors and outdoors. She takes children on trips to places of interest, such as historic buildings and the local woods. Therefore, she provides suitable learning experiences for children. Parents comment, 'I enjoy returning from work and hearing about everything they have been doing and the places they have visited'. The childminder sets boundaries for behaviour and displays house rules, which have been written and agreed by older children. She praises babies for their loving and gentle behaviour. Consequently, children's emotional well-being is supported. Parents provide meals for their children. The childminder provides healthy snacks, such as fruit, for children if they are hungry. She encourages washing of hands prior to eating and after playing outside. Therefore, children have a healthy diet and learn to manage their personal needs.

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

The childminder works in close partnership with the local school as she provides care before and after school for older children. She takes younger children to assemblies, Christmas plays and sports days. As a result, children become confident in the school environment and with teaching staff. During the lead-up to starting school, the childminder accompanies parents and children on a classroom visit. She also provides nursery and reception teachers with a summary of children's development. Consequently, there is continuity of care, and children are emotionally well prepared for their move to another setting.

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provision

The childminder does not fully understand her responsibilities for meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has not risk assessed the arrangements for sleeping children and as a result, children do not always have a suitable space or equipment to sleep in. Babies sleep on the sofa surrounded by cushions and the childminder does not always remain in the room to closely supervise them as they sleep. As a result, they are at risk of suffocation as they are surrounded by cushions.

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provision

The childminder understands her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. Since her last inspection, she has improved her system for monitoring, planning and delivering educational programmes for children in the Early Years Foundation Stage. She has received support from her local authority childcare consultant. As a result, children now experience a range of challenging activities. The childminder has a sound understanding of how to obtain extra support for children who may need it. The childminder has completed a number of online courses, such as food-allergy training and therefore shows a commitment to improving her provision.

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provision

The childminder works in partnership with the local authority childminding network. She attends regular events to share good practice. She has also developed links with her children's centre. Parents appreciate the service that the childminder provides. Their views are gathered through regular questionnaires, and there is a wealth of compliments in thank you cards, showing strong relationships between them.

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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 EY271021 Local authority Leeds Inspection number 860768 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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