Childminder in Leeds

Inspection date

Previous inspection date 7 March 2017 14 September 2016

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 childminder has significantly improved her practice and provision since her last inspection. She has worked closely with the local authority advisor and accessed training to develop her good knowledge of the requirements of the early years foundation stage. This has a positive impact on children's learning and development.  Children form strong attachments with the childminder. They are very settled and develop a deep sense of security. Children display their obvious affection for the childminder and enjoy the time they spend with her. Children's emotional well-being is effectively supported.  The childminder encourages children's mathematical development particularly well. She consistently provides opportunities for children to develop their understanding of a wide range of mathematical concepts.  Partnerships with parents are effective. The childminder and parents work closely together to support the individual needs of each child. Parents particularly like the

p.1

This provision is good

homeliness of the setting and the wide range of experiences their children enjoy. Parents speak highly of the childminder and are kept fully informed about the progress their children make.  The childminder has established close links with the local nursery and school. She works in partnership with teachers to provide a shared approach to children's learning.

p.1

It is not yet outstanding because:

 The childminder accurately evaluates the quality of her practice. However, she does not gather the views of parents and children to help her create targets for continued improvement and raise the quality of the provision to outstanding.  Occasionally, the childminder misses opportunities to help children understand the impact that healthy eating has on their bodies.

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

 provide opportunities for parents and children to share their views and act upon their suggestions to target continued improvements and raise the quality of the provision to an outstanding level  strengthen opportunities for children to develop their understanding of the impact that eating healthy foods has on their bodies.

p.2

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 risk assessments, children's records, assessments, evidence of 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 views of parents spoken with during the inspection.

p.2

Effectiveness of the leadership and management is good

The childminder has effectively addressed all actions and recommendations from her last inspection. The arrangements for safeguarding are effective. Children's safety is effectively promoted through the childminder's secure knowledge of child protection. She confidently identifies the possible signs of abuse and neglect. Her practice is underpinned by robust safeguarding policies and procedures. In addition, the childminder carries out daily risk assessments on the premises to minimise any hazards and further assure children's safety. The childminder reviews children's progress and identifies any areas where they are not achieving in line with typical expectations. She discusses any developmental concerns with parents and puts in place strategies to help children catch up quickly.

p.3

Quality of teaching, learning and assessment is good

The childminder skilfully promotes children's communication and language development. Young children confidently express their own ideas. Boys focus especially well when exploring the different techniques they can use to make vehicle tracks in paint. Young children demonstrate their understanding of colour as they identify how mixing yellow and blue paint together creates green. The childminder has developed a systematic approach to promoting children's development. She regularly observes children and makes accurate assessments of their learning. The childminder uses children's interests to plan purposeful play in all areas of learning. Children enjoy listening to favourite stories. They make characters from books using sticks collected on visits to the park. The childminder teaches children specific skills, including how to use pipe cleaners to fasten sticks together.

p.3

Personal development, behaviour and welfare are good

The childminder provides a welcoming and stimulating environment where children are happy and content. She has extended the range of play resources to fully support the particular developmental needs of babies. Young children demonstrate their independence as they choose play materials that interest them. The childminder provides a range of play resources, books and experiences that helps young children to learn about people who are different to them and develops their understanding of the wider world. Children are physically active and enjoy plenty of space for developing their movement skills. The childminder takes children on regular outings including the park and visits to the local tropical gardens. Children's physical well-being is effectively promoted. The childminder provides clear and consistent boundaries to help children understand what is expected of them. Young children are polite and display very good behaviour.

p.3

Outcomes for children are good

Children are making good progress in their learning and development. They are highly motivated in their learning. Children concentrate well on tasks they set themselves and persist until they achieve what they set out to do. Children demonstrate an enjoyment of books. This helps to build a strong foundation for their developing literacy skills. All children demonstrate positive attitudes and dispositions to their learning. They are developing the skills needed for the next stage in their learning, including starting school.

p.3

Setting details

Unique reference number EY472173 Local authority Leeds Inspection number 1074108 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 5

p.4

Name of registered person

Date of previous inspection 14 September 2016

p.4

Telephone number

The childminder was registered in 2004 and lives in Horsforth, Leeds. She operates term time only from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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