Standley, James Lee

Inspection date

Previous inspection date 3 February 2015 15 May 2012

p.1

This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The childminder uses his good knowledge of the children's individual learning needs to ensure that they receive a broad range of activities that support their learning across the seven areas.  Children develop good thinking skills. This is because the childminder asks open-ended questions throughout activities and responds with enthusiasm to children's answers.  Children are safeguarded because of effective risk assessments and well-considered safety practices.  The childminder works well in partnership with parents and other professionals to support children's learning and care routines.  The childminder works closely with his co-childminder to support children's next steps in learning.  Children develop close attachments to the childminder. This is because he enthusiastically attends to their needs and he praises their achievements.

p.1

It is not yet outstanding because:

 The childminder does not provide optimum opportunities to further support children's and babies' heuristic and creative development as they investigate the environment.  Children do not have the very best of opportunities to use language to depict quantities, to further develop their understanding of mathematical concepts.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 develop children's and babies' understanding of the world around them, for example, by introducing a broader range of natural media and sensory resources to support their play and exploration  build on children's developing mathematical skills, for example, by making optimum use of the language of quantities, such as 'more' or 'less', as they investigate resources and the environment.

p.2

Inspection activities

 The inspector toured the premises and observed play resources indoors and outside.  The inspector discussed how the childminder includes the views of parents as part of the evaluation process to support children.  The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector observed activities and interactions between the childminder and children.  The inspector sampled a range of documents, including evidence of suitability checks for the childminder and other adults in the household, and policies and procedures.

p.2

who attend. This is good

The childminder has a strong understanding of what the children know and can do. As a result, he plans a broad range of activities to support their good progress towards the early learning goals. The childminder is enthusiastic and playful with the children. This successfully motivates children of different ages and abilities to play and learn, such as while they use their imaginations to explore pretend food. Children develop strong communication and thinking skills. This is because the childminder uses clear language as he engages them in conversation, asks them purposeful questions and listens to their ideas. Children's mathematical skills are developing because the childminder encourages them to count and recognise numerals. However, opportunities to teach children to use mathematical language, such as 'more' or 'less', are not consistently achieved. Children thoroughly enjoy exploring some creative resources, such as play dough. However,

p.3

who attend. This is good

children and babies do not have optimum opportunities to investigate natural and sensory materials to further support their understanding about the world around them.

p.3

good

Children's health and safety are promoted well because the childminder's home is safe and clean. Children are taught how to stay safe, for example, they practice the fire evacuation procedure regularly. Children are developing a growing understanding of the importance of healthy living. This is because they are taught to make healthy food choices from a nutritious range. In addition, they have regular opportunities to do physical activities outside, both in the garden and on outings. The childminder works closely with parents to ensure children's care needs, such as dietary requirements, are met. Children's and babies' emotional well-being is successfully supported. This is because the childminder cheerfully praises their achievements during daily routines, such as when they independently choose resources. Consequently they develop strong attachments with the childminder and they behave happily as they explore.

p.3

provision is good

The childminder's ability to effectively monitor risks within the environment, and his good knowledge of child protection procedures, keeps children safeguarded. The childminder's secure knowledge of the learning and development requirements is updated through research and the required training. He uses this knowledge to effectively implement assessments to support children's next stages in learning, working closely alongside another childminder. Recommendations raised at the last inspection have been effectively addressed. This has resulted in successful planning processes to support children's and babies' progress. Improved evaluation processes, including taking account of parents' views, have improved the support given to children's all-round development. Good partnerships with parents and other early years providers are established. This ensures children are supported consistently and that information is effectively shared between

p.3

provision is good

provisions, home and when they move on to school or nursery.

p.3

Setting details

Unique reference number EY411814 Local authority Leeds Inspection number 879730 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

p.4

Telephone number

The childminder was registered in May 2010 and lives in the Cookridge area of Leeds, West Yorkshire. The childminder works with another childminder. He operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. He has links with the local schools.

p.4

Telephone number

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.

p.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

p.4

Telephone number

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’.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5