Childminder in Leeds

Inspection date

Previous inspection date 08/01/2015 12/05/2009

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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 quality of teaching is good. The childminder understands how to promote children's learning in all areas of the Early Years Foundation Stage. As a result, children make good progress.  The childminder knows the children well and has developed strong, affectionate bonds with them. Consequently, children's emotional well-being is fully supported.  Children learn to follow rules for safety and learn to manage their own behaviour. The childminder offers clear and consistent boundaries and underpins practice with policies, procedures and rules that the children have helped to devise.  The childminder has a secure knowledge and understanding of how to safeguard children effectively.

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It is not yet outstanding because

 The childminder does not always utilise the different ways to gather information from parents before their child starts, so that each child's learning needs are fully known.  The childminder occasionally misses opportunities to use the views of parents that have been gathered in order to create sharply-focused targets for continued professional development.

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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 childminder's home, including the kitchen, garden and play areas.  The inspector observed the childminder caring for and playing with the children.

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Inspection activities

 The inspector spoke to the childminder about their practice, at appropriate times during the inspection.

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Inspection activities

 The inspector sampled children's progress records, the childminder's self-evaluation documents, the registers of attendance and a range of other documents including safeguarding, accident and medication records.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and the suitability of all adults living at the premises.

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Information about the setting

The childminder was registered in 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in a house in East Ardsley, Wakefield. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The family has two cats and a dog as pets. 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 nine children on roll; eight of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 6.30am to 6.30pm, 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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To further improve the quality of the early years provision the provider should:

 refine the systems for assessing children's starting points on entry to the setting, to provide more detailed information about children's prior skills

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

 use the already effective self-evaluation process to further identify relevant targets for continuous professional development and incorporate the views of parents and children.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage. She provides them with a range of stimulating, planned and freely chosen play experiences across the seven areas of learning. This means children are making good progress. Children are motivated to learn and thoroughly enjoy their time with the childminder. Individual learning files are in place and these include photographs, observations and assessments. The childminder uses effective observations and collects lots of varied evidence to inform her planning; as a result, the childminder includes suitable activities, experiences and challenges based on children's individual interests. However, opportunities to gather information about each child's starting point is not always fully maximised to establish a clear foundation for children's development. For example, by gathering a range of information from parents about children's stages of development when they first start with

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who attend

the childminder. The childminder has a good understanding of her responsibility to complete the progress check for children aged between two and three years, and shares these checks with their parents. The environment created by the childminder is appealing and provides experiences across all seven areas of learning. The childminder helps children to develop the skills to learn effectively. She plans activities well, intervening appropriately and confidently enabling children to take the lead, therefore encouraging them to extend their creativity and thinking. For example, children have time to explore the contents of a treasure box, discussing the contents and who they might belong to. She then demonstrates how to use telescopes and the children thoroughly enjoy trying this and describing the things they can see. Resources are stored in plastic containers and it is easy for children to see what is

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who attend

available, which maximises the opportunity for children to make independent choices. As a result, children become active learners and are well prepared for the next steps in their learning.

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who attend

Children are absorbed in play of their choosing and, through supportive interactions, become explorers and thinkers. For example, children choose to play with a selection of people and vehicles, spending time using and sharing the resources, and playing imaginatively. The childminder supports the children with praise and encouragement as they play, such as saying, 'well done, what a great idea' and 'fantastic work'. The acquisition of communication and language skills is extremely well supported as the childminder models language effectively. For example, she talks with children about recent events and about the ideas they have as they play, gently encouraging them to take turns to speak and to listen to each other's contributions. Children complete puzzles and the childminder encourages them to count and discuss the colours and shape of each piece. As a result, children's mathematical development is supported through fun and hands-on

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who attend

experiences. Overall, children are developing the skills they need for their future learning and their eventual move on to school.

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

Children are settled and happy in the childminder's care, as they form secure attachments and develop positive relationships. They have affectionate bonds with the childminder and her family, which effectively promotes children's emotional well-being. The childminder recognises the individual needs of the children and offers them support and reassurance when required. The childminder works closely with parents to share relevant information about the children. For example, they complete detailed forms about children's preferences, routines, family and specific medical requirements. The childminder acts as a positive and calm role model as she manages the children's behaviour in a consistent manner. She uses a number of effective strategies to reinforce appropriate behaviour. For example, she uses distraction techniques and lots of positive praise to acknowledge good behaviour. As a result, children behave well and recognise their friends' feelings,

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

supporting them to feel self-assured and appreciated.

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

Children make their own choices about which resources to play with and they manage their own personal needs with growing independence. For example, they wash their hands and help with tasks during meal times. The childminder offers children a variety of healthy, nutritious meals and snacks and discusses the healthy options she provides with children and parents on a regular basis. This supports children with learning how to keep themselves healthy by making appropriate choices about the things they eat. She appreciates that some children have definite likes and dislikes and respects these while encouraging them to try different foods.

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

Children have regular outings in the local area, which enables them to explore different environments and gain an understanding of the wider community. The childminder accesses regular sessions at community groups to help children mix with larger groups and develop their social skills. This helps children develop the confidence and necessary skills they need as they move on to the next stage in their learning, such as nursery or school. Children have a good awareness of keeping themselves safe as the childminder demonstrates the importance of safety throughout their activities and daily routines. For example, the childminder teaches children about the importance of walking when inside and sitting at the table when eating, so they do not choke. Additionally, she uses trips outdoors as an opportunity to teach children how to cross the road safely.

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provision

Leadership and management are good because the childminder has a strong commitment to providing a high quality provision. Children are effectively protected from harm as the childminder demonstrates a secure knowledge of her responsibilities with regards to safeguarding children and child protection procedures. She is secure and confident with the action she must take to protect children if she has concerns about a child's welfare, how to manage an allegation against any adult and the use of mobile phones in her setting. The childminder is organised and has a good range of policies and procedures, which she shares with parents and which underpin her practice. This means parents are clear about her responsibilities and how her provision operates. The childminder completes daily risk assessments of her home, garden and outings to ensure any potential hazards are minimised and effective safety measures help keep accidents to a minimum. The

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provision

childminder holds a current paediatric first-aid certificate and is confident in the action to take in the event of an accident or minor injury. As a result, children's safety and welfare are promoted well.

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provision

The childminder uses her good knowledge of the Early Years Foundation Stage to provide activities that keep the children stimulated and interested across the seven areas of learning. She monitors and evaluates her practice on a daily basis. She discusses that her aims are to develop the experiences on offer to the children and to attend further training, as it becomes available, with the local authority. The childminder has successfully addressed the actions and recommendations raised at the last inspection. For example, she has developed her risk assessments and confidentiality of all paperwork. This demonstrates that priorities for improvement are targeted to benefit the children in her care and improve the quality of children's learning experiences. She has completed the Ofsted self-evaluation document and obtains parents' views through surveys, compliments cards, daily conversations and the evaluation of the success of the activities offered to

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provision

children. The childminder knows her strengths and areas for development. However, parents' views are not always fully exploited by the childminder, in order to help create sharply-focused priorities for continuous professional development. The childminder works well in partnership with parents and has established good links with outside agencies, when their support is required. As a result, all children's care, learning and developmental stages are effectively promoted by the childminder. Parents speak highly of the childminder, with comments like, 'the childminder is like a member of our family, my children love all the great activities and outings that they go on', 'I really trust the childminder when leaving my child, I am confident that she will have a fantastic day', and 'it is such a relief to find a great childminder'. The childminder has a clear understanding of her responsibility to work in partnership with other childcare providers,

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provision

such as schools and nurseries to enhance learning opportunities. This ensures that children's development is effectively enhanced, while meeting their needs and supporting a smooth move to other settings and school.

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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 320187 Local authority Leeds Inspection number 872099 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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