Childminder in Leeds

Inspection date

Previous inspection date 5 February 2015 12 December 2011

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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

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This inspection: Good 2

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

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This inspection: Good 2

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

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Children are very motivated to learn because the childminder provides a range of activities and learning experience that excite them. As a result, all children are making good progress from their starting points.  The childminder is a good teacher. She understands the requirements of the Early Years Foundation Stage and how children learn. She ensures children's interests and capabilities are taken into account when planning activities and regularly monitors children's progress. Consequently, any gaps in children's learning are swiftly closed.  Children are happy and settled in the childminder's care. The confidently move around the setting, choose resources and ask for help when needed. Children demonstrate high levels of confidence and the childminder meets their emotional needs very well.  The childminder liaises with parents regularly about children's learning and the service she provides. She asks for feedback to ensure she meet their expectations. Parents'

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This provision is good

views are taken seriously and therefore relationships with parents are very positive. In addition, the childminder reflects on her teaching to improve outcomes for children.  The childminder updates her knowledge and understanding of childcare issues regularly. She liaises with other childminders and the local authority advisory team to improve her service further.

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It is not yet outstanding because:

 Opportunities to support children's independence during play are not always fully explored.  Resources to stimulate babies senses and develop their exploration skills are not always available.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 enhance children's ability to make their own decisions in play, for example, by labelling boxes of resources  offer more natural resources for babies and younger children to explore in order to develop their senses.

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Inspection activities

 The inspector observed activities in the sitting room.  The inspector held conversations with the childminder and children throughout the inspection.  The inspector conducted a joint observation with the childminder.  The inspector sampled children's observations and assessment records. She also discussed activities planned for each child.  The inspector checked evidence of the childminder's suitability, qualifications, risk assessments, policies, procedures and the childminder's self-evaluation journal.  The inspector took account of the views of parents through comments in children's development files and questionnaires.

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who attend. This is good

The childminder knows how to support children to progress in their learning. She extends activities confidently and evaluates what children have learnt. She implements the different areas of learning and knows how to incorporate these into the daily routine. The childminder's quality of teaching is good, which supports all children to progress well in their development. The childminder talks to children as they play, teaching them new words to develop their vocabulary. Children delight in conversation as they use their imaginations pretending that small people figures are living in a castle and having a tea party. Children's imaginations are vivid and encouraged by the childminder. For example, she talks about pushing and pulling the castle door, teaching children about mathematical concepts and uses the tea party to discuss healthy eating. These exciting activities motivate children to play and learn. Babies happily play with older children and are given

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who attend. This is good

lots of attention by the childminder. However, resources to stimulate babies senses are not always replenished or made easily accessible to them.

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good

Children are highly confident and self-motivated. They concentrate while playing, listen to ideas the childminder gives and formulate their own. Children choose some resources to play with. However, at times they are not aware of where many resources are kept because boxes are not labelled. This hinders their independence. The childminder understands the skills children require for successful learning at school and she ensures children develop skills, such as dressing themselves, listening and concentrating on tasks. As a result, children are ready for school when they enter reception class. The childminder gets to know children and families very well. She spends time with parents in order to gather information on children's routines and capabilities. She follows parental wishes and caters for children's individual needs. Meals are nutritious and balanced and the childminder ensures children's dietary requirements are adhered to. This promotes their

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provision is good

The childminder has completed paediatric first-aid training and knows how to care for children who are ill or have minor injuries. She has also completed safeguarding training and is knowledgeable about how to recognise a child who is at risk of abuse. Clear policies and procedures underpin her good practice. The childminder risk assesses her home daily and discusses dangers in the environment with children. For instance, she uses the walk to school to discuss road safety. The childminder appraises her provision and keeps ideas for improvement in a reflective journal, which she uses regularly to set herself targets. In addition, she has a positive attitude to attending training and developing her professional knowledge. Good relationships have been formed with the local authority advisory team and the childminder welcomes ideas and suggestions for improvement. As a result, her capacity to continually improve is good.

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Setting details

Unique reference number EY430584 Local authority Leeds Inspection number 870391 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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Name of provider

Date of previous inspection 12 December 2011

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Telephone number

The childminder was registered in 2011. She lives in the Pudsey area of Leeds. The childminder operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays.

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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.

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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.

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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’.

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Telephone number

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

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