Childminder in Leeds

Inspection date

Previous inspection date 09/12/2014 09/12/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children make good progress in their learning and development. This is because the childminder plans interesting activities and works with parents to support their learning at home.  Children are happy and have made very good attachments with the childminder. This is because the childminder gets to know each child and their family through a detailed settling-in process.  The childminder liaises with parents each day regarding children's routines. As a result, children's individual care needs are very well met.  Children are safeguarded well. This is because the childminder has a clear understanding of how to protect children from harm and she regularly refreshes her safeguarding knowledge and understanding.  The childminder has a clear passion to continually improve her service. Consequently, she attends many training courses and shares her knowledge and best practice with other professionals.

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It is not yet outstanding because

 Younger children have fewer opportunities to explore objects with their mouths, in order to make sense of the world around them.

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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 sitting room and kitchen.

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Inspection activities

 The inspector held conversations with the childminder and children throughout the inspection.  The inspector sampled children's observations, planning and assessment records.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, qualifications, fire evacuation records, policies, procedures and the childminder's self-evaluation documents.

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Inspection activities

 The inspector took account of the views of five parents through letters written to her.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult daughter in a house in Leeds, West Yorkshire. The whole of the ground floor and bathroom on the first floor are used for childminding purposes. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently eight children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 6.45am to 7pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance sensory opportunities for young children, for example, by providing objects that can be explored with the mouth.

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who attend

The childminder knows children well and plans for their individual needs. As a result, all children make good progress in their learning and development. Information is gathered from parents when children first start, which the childminder uses alongside her own observations to get to know children. She continues to observe children regularly, plans their next steps in learning and assesses their development. This means she quickly identifies any gaps in their learning and promptly closes them. Children's progress is consistently shared with parents and they regularly take home their child's development file. The childminder discusses their child's next steps in learning with them, in order to support children's learning between home and the setting.

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who attend

The childminder plans a range of age-appropriate and stimulating activities for each child. Children thoroughly enjoy dancing and singing action songs, which the childminder uses to teach them about the different parts of their bodies. Jigsaws are used to promote children's hand and eye coordination and early mathematical skills. The childminder role models how to fit the pieces together before encouraging children to try this for themselves. Children access a range of resources independently and make choices in their play. The childminder has created a variety of sensory resources for younger children to explore. However, the need for younger children to use their mouths to explore different objects to make sense of the world is sometimes overlooked.

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who attend

Children are prepared very well for school. The childminder promotes independence and teaches children skills they will need for a successful future. Children happily sit for small periods of time and have good concentration skills. The childminder teaches children early literacy skills, such as writing their name and understanding letter sounds. Coupled with a positive attitude for learning, children are prepared for their move to school.

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

Children are exceptionally well-settled in the childminder's care. This is because she gets to know families very well during the settling-in process. Time is taken to make children and families feel comfortable, get to know children's routines and support parents with children's move from home to the setting. The childminder liaises with parents daily, regarding any changes to routines, in order to support children's well-being. For instance, the childminder knows when children's ordinary routines may need adapting, as children have not slept well the previous night.

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

Children happily seek comfort and reassurance from the childminder, when needed, because they trust her. Children's individual care needs are managed well, as the childminder feeds and changes children when required. She wears protective gloves when changing nappies to reduce the spread of possible infection and follows good hygiene practices. Children are also taught about healthy practices, as the childminder encourages them to use paper towels after washing their hands to reduce the spread of germs. Children eat a balanced diet because the childminder provides a range of healthy snacks. Parents provide children's meals and the childminder discusses healthy items and meals to pack. This means children are learning about healthy eating.

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

Children access a variety of activities to promote exercise. For example, the childminder regularly takes them to the local soft-play gym and park. This means children have the opportunity to run and use their large muscles. In addition, children access the garden where they play on the large slide and access fresh air daily. Children are learning about how to keep safe. The childminder sensitively reminds them of rules and boundaries. As a result, they are learning right from wrong. In addition, children are learning how to keep themselves safe in an emergency situation. For instance, they practise regular fire drills with the childminder and know where the safe place to assemble is.

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provision

Children are safeguarded well because the childminder has good knowledge and understanding of how to protect children from harm. She knows the different types of abuse and the indicators. The childminder knows the appropriate action to take should she have a concern regarding children's safety and well-being. The childminder regularly updates her safeguarding knowledge by attending refresher training. All adults living on the premises are vetted and suitable to be in contact with children. In addition, the childminder ensures her setting is safe and secure. She risk assesses the premises regularly to ensure children play and explore safely.

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provision

The childminder has a good attitude towards continually improving her service. She speaks to parents regularly about the service she provides and has promptly put into place the recommendations from her last inspection. Since the last inspection, the childminder obtains detailed information on children's capabilities when they start, in order to plan for their individual needs. She also monitors her planning and changes it to reflect her evolving practice. In addition, the childminder has a clear development plan in place and has identified areas she wants to further improve.

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provision

The childminder attends a range of training courses. She demonstrates a clear drive to further her knowledge and understanding of childcare issues and shares her knowledge with other childminders in the local area. The childminder has created positive links with the local authority advisors who support her practice. In addition, she has also created good links with the local schools and nurseries. This enables the childminder to share information about children's individual learning and development with other settings children attend. Although the childminder does not have any children on roll with special educational needs and/or disabilities or children with English as an additional language, she knows where to access advice and support should she require it in the future.

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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 EY396615 Local authority Leeds Inspection number 879275 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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