Childminder in Leeds

Inspection date

Previous inspection date 2 March 2015 11 February 2009

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This inspection: Good 2

Previous inspection: Good 2 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

 The quality of teaching is very good. The childminder understands how children learn through play and interaction. She covers all the seven areas of learning and development. As a result, children are making good progress.  Children are happy and confident within this welcoming environment. They form strong attachments with the childminder, which supports their emotional needs.  Children follow good hygiene routines. They enjoy healthy snacks and meals, promoting their good health.  Children of all ages play well together. As a result, they develop positive social skills and good behaviour.  Children learn a range of essential independence skills for future learning. This means they are well prepared for their move to school.  Children benefit from regular outings to a variety of indoor and outdoor local amenities, which extend and enhance their learning experiences.  The capacity to continually improve is good because the childminder knows her

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This provision is good

strengths and weaknesses and there is a clear passion for improvement.  Arrangements for safeguarding children are strong. The childminder implements clear policies and procedures to help ensure children are kept safe at all times.

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It is not yet outstanding because:

 The childminder does not always utilise the information she gathers to make sharply focused assessments of children's learning and to track their rapid progress.  The childminder does not maximise her effective partnerships with parents, to encourage them to make further contributions to support children's learning to the highest level.

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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

 strengthen the already good assessment of children's progress by sharply focusing on any emerging gaps in children's learning in order to plan to close them, so that all children make exceptional progress  explore further ways to help parents share what they know about their children, to promote a consistent approach to supporting children's learning and development, so that children continue to make the best possible progress.

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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 took account of parents' views and of the provider's self-evaluation.  The inspector sampled children's learning journals and a range of documentation, including evidence of the suitability of adults in the household, the safeguarding policy and procedures, accident and medicine records.  The inspector observed the childminder caring for and playing with the children.  The inspector spoke to the childminder about her practice at appropriate times during the inspection.

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who attend. This is good

Children make good progress in their learning and development because the childminder provides a wide range of activities within and outside the home. She makes good use of the local community and takes children further afield to extend their experiences of the world in which they live. The childminder responds well to young children's attempts to make conversation, supporting them to develop their early communication skills. In addition, the childminder takes time to talk to children about things that interest them. For example, when they show delight in a creative activity, she talks about the colours and textures of materials. The childminder works hard to make children aware of people from different faiths and cultures and of the wider world. She introduces children to early mathematical language and skills through counting and during everyday routines, such as lunch and snack time. Partnerships with parents are very positive and information is

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who attend. This is good

shared about children's care needs. However, the childminder is not always fully successful in obtaining information from parents about children's learning and achievements at home, to complement the learning process even further.

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good

Children behave well and the childminder has realistic expectations of them. They develop their independence through everyday tasks, such as taking off their coats and shoes and learn to take turns and share. The childminder attends a toddler group on a regular basis, providing opportunities for children to meet and play alongside their peers in different surroundings. This helps children to be emotionally ready for their next stage of learning. Children are actively encouraged to take part in outdoor play and exercise on a regular basis. This contributes to their physical development and learning about healthy lifestyles. In addition, the childminder supports young children in learning how to take managed risks and keep themselves safe. The childminder ensures she follows good hygiene procedures and encourages children to do the same.

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provision is good

Safeguarding arrangements are good as the childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. Detailed policies and procedures give a clear picture of the setting. The childminder shares these with parents and carers, so that they are aware of her practice when caring for their children. Risk assessments are conducted daily. As a result, children are cared for in a safe environment. In addition, the childminder holds a current first-aid certificate, which means she can give appropriate treatment if a child has an accident in her care. The childminder monitors the educational programmes and progress of children effectively to ensure she offers a range of experiences across the seven areas of learning. She has an accurate understanding of children's skills, abilities and child development. However, occasionally some small gaps in children's learning are not always targeted rapidly and planning does

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provision is good

not always take these gaps into account.

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Setting details

Unique reference number EY243057 Local authority Leeds Inspection number 870130 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 11 February 2009

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Telephone number

The childminder was registered in 2002. She works alongside another registered childminder from her home in Adel, Leeds. She operates all year round from 8am to 6pm, Monday to Thursday, except Christmas, 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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