Binks, Sarah Jane

Inspection date 20 June 2019 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n The childminder monitors the progress that children make. She tracks their development regularly and identifies what they need to learn next. Children make good progress during their time in the setting. n The childminder is very enthusiastic and fun in her approach towards the children. She skilfully joins in their play to support and extend their learning. n Children develop very close attachments with the childminder. They are calm, happy and settled in her care. This helps their self-esteem and confidence to flourish. n Children have lots of opportunities to develop their physical skills. For example, they show great concentration while using a grabber to pick up different items. They enjoy spending time in the garden playing football and riding on bikes and scooters. n Parents are complimentary about the childminder. One comments, 'We are extremely happy with the care our child has received and the progress they have made. Their

p.1

This provision is good

confidence has grown so much and their speech and behaviour have a lot to do with the childminder'. n Children behave well and listen carefully to the childminder. One example of this is how they happily help to tidy up before lunch. The childminder consistently praises the children for their achievements, such as giving 'high fives' and clapping and smiling. n The childminder does not consistently encourage parents to contribute detailed information to children's starting points or ongoing learning and assessment. n The childminder does not have a focused programme of professional development in place to help increase her knowledge, skills and teaching even further.

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

n encourage parents to contribute even more information to children's ongoing learning and assessment, including gathering more detailed starting points on entry n strengthen the programme for professional development to help increase knowledge and skills further and raise the quality of teaching to a higher level.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed an evaluation of an activity with the childminder and had discussions at appropriate times during the inspection. n The inspector looked at a range of documents, such as children's observations and assessments, training records and a sample of policies and procedures. The inspector discussed self-evaluation with the childminder. n The inspector spoke to children during the inspection and took account of their views. n The inspector took account of some parents' written feedback received for the inspection.

p.2

Effectiveness of leadership and management is good

The childminder is very positive and shows a strong desire to improve. She reflects on the quality of her provision using the views of parents and children. She meets up with other childminders to discuss and share ideas for good practice. The childminder has developed relationships with teachers at the local school. She shares key information to help support continuity in children's care and learning. Safeguarding is effective. The childminder has completed safeguarding training and can identify signs and symptoms of abuse and neglect. She understands who to contact and what action to take if she has concerns about a child in her care. The childminder identifies and minimises risks in the setting to help keep children as safe from harm as possible.

p.3

Quality of teaching, learning and assessment is good

The childminder plans a range of interesting activities that are differentiated to the children's needs. She focuses on what the children need to learn next and uses their interests to motivate them to be involved. For example, they spend time learning and identifying different colours together. They then find items to match the colours, such as their favourite vehicles. They are challenged to sort pictures into different colour groups and the childminder introduces new vocabulary, such as 'grey'. The childminder keeps parents well informed about their child's development. For example, she completes a daily diary, has daily discussions and shares observations via an online system.

p.3

Personal development, behaviour and welfare are good

Children have access to a broad range of activities and opportunities. For example, boys spend long periods of time playing with the vehicles and superhero figures together. This helps to develop their imaginative and creative skills successfully. The childminder takes the children to a local playgroup and on a variety of trips, such as to the seaside. This helps children to develop a sense of the wider world and develop vital social skills when spending time with their peers. The childminder consistently encourages children to be hygienic, such as remembering to wash their hands after using the toilet. She supports them to be independent. For example, she finds a fun way for children to flip their coat on by themselves.

p.3

Outcomes for children are good

Children are achieving in line with expectations for their age. They develop key skills in readiness for school, such as literacy and numeracy. Children enjoy singing songs and rhymes and delight at joining in with the actions. They play the keyboard and move their fingers along the keys to hear the different sounds. Children enjoy making marks on paper with pencil crayons. They learn about number, shape, measure and colour through their daily activities and routines. Children are proud as they recite numbers in order, attempt to count and practise recognising numerals on bricks.

p.3

Setting details

Unique reference number EY548909 Local authority Leeds Inspection number 10107386 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 6 Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2017 and lives in Morley, Leeds. She operates all year round, from 7.30am to 5.45pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for three-year-old children.

p.4

Registers

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

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5