Childminder in Leeds

Inspection date

Previous inspection date 16 March 2015 12 November 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 childminder knows the children well. She provides a broad range of activities and resources which are of interest to children, and supports their development and learning.  The childminder promotes communication and language skills well. She is constantly talking to children, asking them questions and encouraging them to think.  The childminder has developed strong, affectionate bonds with the children. Their individual needs are fully met as the childminder shares daily information with parents.  Children learn to follow rules for safety and learn to manage their own behaviour. The childminder offers positive encouragement and clear and consistent boundaries. She effectively underpins this practice with policies and procedures.  Children have opportunities to visit the local park and play on more challenging larger equipment to help them manage risks and develop their physical skills.  The childminder has devised effective systems to evaluate her provision. She obtains

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This provision is good

the views of parents and children in order to accurately identify areas for improvement.  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 effectively use different ways to gather information from parents before their child starts, so that each child's learning needs are fully known.  The childminder does not always develop the use of mathematical language during daily routines and activities.

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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

 refine strategies to gain information from parents on entry to the setting, to provide more detailed information about children's prior skills  encourage children to develop their already good mathematical skills further, for example, by encouraging children to count and use mathematical terms during everyday routines and activities.

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Inspection activities

 The inspector held discussions with the childminder and children at appropriate times throughout the inspection.  The inspector sampled children's assessment records and discussed with the childminder how this informs planning for children's next steps in their learning and development.  The inspector carried out an observation of a planned activity and discussed the outcome with the childminder.  The inspector took into account the views of parents from information included in a parent survey and discussed how this supports the childminder's self-evaluation.  The inspector checked evidence of the suitability of the childminder and other adults in the household. She also checked the childminder's qualifications, risk assessments and policies and procedures, including the complaints procedure and the safeguarding policy.

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who attend. This is good

The childminder has a good understanding of how children learn and develop. She uses knowledge from her qualification effectively to support children's learning, as she engages sensitively in their play. For example, she helps children to care for the dolls and then provides time for children to develop their own ideas. She skilfully questions and redirects children in order to promote their thinking skills and encourage them to reflect on their learning. However, the childminder does not always extend children's use of mathematical language whilst they play and explore. The childminder supports children's interest in books and she spends time reading stories and singing rhymes with them. She offers comments, asks questions about the pictures and introduces puppets to fully engage children's attention. As a result, children are provided with opportunities to understand that information can be found in print. The childminder talks to parents every day and

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who attend. This is good

shares children's progress records. Parents share information about children's interests and achievements at home, in order to offer them a consistent experience and help prepare them for school. However, there is scope to enhance this information further so that she has a full picture of what children already know and can do when they start.

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good

Children settle easily with this warm, gentle childminder. Her calm, friendly nature ensures they feel confident, happy and settled. Children readily snuggle into her to drink their bottle or when they become tired. They learn to socialise at local groups and develop useful skills for the future as they engage with children of various ages. The childminder uses age-appropriate techniques to teach children about good manners and acceptable behaviour. Children enjoy healthy food options and learn where food comes from as they plant seeds in the childminder's allotment area. They enjoy daily opportunities to be physically active outdoors. They visit farms, parks and the childminder teaches the children about being safe near roads. The childminder has a good range of resources that offer children opportunities to develop their imagination and ideas as they play.

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provision is good

The childminder has a good understanding of her responsibilities as a provider. She demonstrates a good understanding of the local procedures to report concerns regarding children's welfare and has a number of other systems in place to keep children safe. For example, fire drills are conducted regularly to help children understand the emergency evacuation procedure. The childminder is dedicated to continually improving her provision. She has undertaken a childcare qualification at level 3 to support her professional development and identifies training needs based on her practice. Her self-evaluation is accurate and considers the views of parents and the children attending her setting. Partnership working is strong. The childminder develops good relationships with other providers to share information about children, where appropriate. This enables her to identify any gaps in their development and secure interventions where necessary.

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Setting details

Unique reference number EY259952 Local authority Leeds Inspection number 855991 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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Name of provider

Date of previous inspection 12 November 2009

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Telephone number

The childminder was registered in 2003 and lives in Garforth, Leeds. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She has a relevant level 3 qualification.

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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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