Childminder EY387729

Inspection date

Previous inspection date 30 August 2016 23 January 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has addressed all actions and recommendations since her last inspection. She accurately evaluates her practice and identifies areas for improvement. The childminder has worked closely with the local authority support advisor and has undergone a rigorous quality assessment process to become an advanced childminder.  The childminder provides a very calm, caring and welcoming environment. Children are happy and relaxed. They settle well and build strong attachments with the childminder. Children's emotional well-being is effectively supported.  The childminder supports children's communication and language skills very well. She engages children in purposeful conversations, asks them thought-provoking questions, listens attentively to their responses and reflects back what children say.  Children's behaviour is excellent. Children of different ages play extremely well together. They display a sense of fairness, especially around turn taking. Older children

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This provision is good

demonstrate very supportive and caring behaviour towards younger children.  The childminder works in close partnership with parents. She collects detailed information to establish children's developmental levels when they first start to attend. Parents are kept fully informed about their children's progress and are provided with ideas to continue their learning at home.

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It is not yet outstanding because:

 The childminder does not yet involve parents and children in her self-evaluation process to help drive further improvements.  The childminder does not use every opportunity to fully promote younger children's developing independence during self-care routines.

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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

 involve parents and children in contributing their views to help inform the self- evaluation process and drive further improvements.  make the most of opportunities to promote self-care routines with younger children and develop their independence to the highest level.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector checked a selection of documents, including children's records, assessments, suitability checks and training certificates.  The inspector carried out an evaluation of teaching with the childminder following a planned activity.  The inspector discussed the childminder's self-evaluation. She took account of the written views of parents.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder fully understands her responsibilities with regard to keeping children safe. She is very clear about the process to follow should she have concerns about a child's welfare. Her good knowledge is underpinned by a very clear child protection policy and a range of other procedures. The childminder understands the requirement to notify Ofsted of any changes that can impact on her provision. The well-qualified childminder is proactive in searching out training to extend her skills and knowledge. This helps to enhance her good teaching and supports good outcomes for children. The childminder's partnerships with the local children's centre and schools are strong. This helps to support a consistent approach for children's learning.

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Quality of teaching, learning and assessment is good

The childminder observes and accurately assesses children's learning. She monitors this carefully and swiftly identifies any areas where children are not achieving as expected. The childminder puts strategies in place to help them catch up quickly. Older children show delight as they confidently compare their own height to the height of the tower they build. The childminder skilfully challenges children and encourages them to estimate how many more bricks are needed to make the tower taller than they are. Younger children demonstrate excellent hand-to-eye coordination and control. They concentrate and persist in threading wooden beads on laces. Older children show interest and describe this as like a snake. The childminder joins in children's pretend conversations using the toy telephone. This supports younger children's expressive language skills and sustains their imagination. All children are motivated and interested in their learning.

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Personal development, behaviour and welfare are good

The childminder offers a stimulating and well-resourced learning environment for children. She includes a good range of natural and household objects to support children's exploratory play and promote their curiosity. Children show interest in the images of people displayed on the wall. The childminder uses this to support children in understanding the language of feelings. She helps them to identify the signs of happiness and sadness. Children learn about similarities and differences between themselves and other people. This helps them to understand and develop respect for others. The childminder takes children on daily outings and provides lots of space for exercise. Younger children test their physical capabilities as they practise rolling from side to side. Older children display their understanding of how eating healthy food, lots of climbing and running helps them to develop healthy bodies. Children's physical well-being is strong.

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Outcomes for children are good

Children are making good progress from their starting points in learning. Older children's literacy skills are developing well. They identify the initial sounds in words and use pictures as prompts to recognise the corresponding written words. Children are developing their understanding of a range of mathematical ideas. They count confidently, identify numbers, and name different shapes. Children are acquiring the skills and attitudes they need for the future and are well prepared for starting school.

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Setting details

Unique reference number EY387729 Local authority Leeds Inspection number 1043443 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 23 January 2014

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Telephone number

The childminder was registered in 2009 and lives in Halton, Leeds. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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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 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 .

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Telephone number

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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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