Childminder in Leeds

Inspection date

Previous inspection date 4 February 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The dedicated childminder and her assistant work extremely well together. They provide an imaginative range of motivational and challenging experiences which meet the developmental needs and interests of all children.  The attractive, welcoming, well organised and homely environment is highly stimulating, both inside and outside. Children are consistently motivated to energetically explore, pretend, persevere and think for themselves.  The childminder and her assistant work thoughtfully together to effectively assess and monitor children's progress. They plan purposeful and developmentally appropriate next steps in children's learning, so all children make good progress.  The sensitive, responsive and caring nature of the childminder and her assistant helps children to develop strong emotional bonds with them. The childminder also develops close, trusting relationships with parents.  The childminder and her assistant are both highly skilled at interacting with children.

p.1

This provision is good

They sensitively adapt their tone of voice, language and responses to the individual needs of each child.

p.1

It is not yet outstanding because:

 Although the childminder continually reflects on and enhances her practice and provision, improvements are not always carefully planned or evaluated. Therefore, improvements are not consistently effective in raising the quality of teaching and learning to an even higher level.  The childminder uses a variety of methods to effectively share information about children's progress, but is less successful in encouraging more parents to be actively involved in their children's learning.

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

 enhance the process of self-evaluation to ensure that improvements are always carefully planned and consistently effective in raising the quality of teaching and learning to an even higher level  explore further ways to encourage all parents to be more actively involved in their children's learning.

p.2

Inspection activities

 The inspector viewed all parts of the home used for childminding.  The inspector observed the quality of teaching during play and learning activities and assessed the impact this has on children's learning.  The inspector looked at a sample of children's assessment records and planning documentation.  The inspector evaluated a planned activity with the childminder.  The inspector looked at relevant documentation, including the childminder's policies and procedures, qualifications and training records, and evidence of suitability checks.  The inspector spoke with the childminder and her assistant.  The inspector gathered parents' views from a range of documents.

p.2

Effectiveness of the leadership and management is good

The childminder uses a variety of methods to ensure that she and her assistant update and extend their knowledge, skills and understanding. They regularly attend the local childminding support group where they share good practice with other professionals. The childminder recognises the positive impact the assistant's qualifications have on the quality of teaching and learning. Supervision is used effectively as a two-way process, in which mutual support, teamwork and professional improvement are fostered. The arrangements for safeguarding are effective. The childminder and her assistant have a clear understanding of their roles and responsibilities to help keep children safe from harm. There is a comprehensive range of well-organised policies and procedures in place, which is shared with parents and followed robustly.

p.3

Quality of teaching, learning and assessment is good

The highly responsive childminder and her assistant imaginatively and consistently support children's learning in all areas. They expertly support children to develop their communication and thinking. For example, they encourage children to listen carefully, they repeat and model new vocabulary and use skilful questioning. Literacy and mathematical learning are strongly promoted. For example, children are taken on regular visits to the library for story sessions and to choose books, which they then enthusiastically share with the childminder. Children explore shape, space and measure in the well-stocked mud kitchen. Attractive, home-made number displays and activities help to support numeracy. A wide variety of developmentally appropriate opportunities is provided to support children to learn to respect and celebrate difference. For example, very young children are engrossed in using oriental spoons and chopsticks to explore the properties of rice and

p.3

Quality of teaching, learning and assessment is good

noodles. They enjoy pushing dolls of different ethnicities and genders around in a toy wheelchair.

p.3

Personal development, behaviour and welfare are good

Children feel safe and develop high-levels of self-confidence. Children's personal care needs are sensitively met. They are appropriately supported to develop independence in meeting their own needs, for example, in using a spoon to feed themselves. The calm, considerate relationship between the childminder and her assistant provides an excellent model for children's behaviour towards each other. Role play helps to strengthen this further as children are supported to be kind and gentle as they bath baby dolls. Nutritious meals and snacks are provided. Regular outings and daily access to the stimulating outdoor area provide a wealth of opportunities to learn about and experience the benefits of physical exercise. Children are emotionally well prepared for the next stages in their learning. The childminder has carefully planned settling-in procedures, close relationships with school and imaginative strategies for supporting children to get ready for school.

p.3

Outcomes for children are good

Children make good rates of progress from their starting points and are working comfortably within the expected levels for their age. Children are highly motivated to learn and are acquiring the key skills needed for their future learning and for school.

p.3

Setting details

Unique reference number EY434762 Local authority Leeds Inspection number 805662 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 12 Number of children on roll 6

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2012 and lives in Leeds. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder works with an assistant.

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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