Jones, Elaine

Jones, Elaine

Unique reference number (URN): 320030 Address: 59 Templegate Road, Leeds, LS15 0HF Type: Childminder Registered with Ofsted: 01/01/1995 Registers: EYR, CCR, VCR Registered person: Jones, Elaine Ann

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Overall, all children make the expected progress from their individual starting points because support is appropriately matched to their needs. Children show enthusiasm and curiosity as they explore a range of activities and experiences. For example, they learn about the world around them during walks in the local woods. Children demonstrate good memory skills. They talk about searching for blackberries and apples on trees. Children develop their communication and language skills well, listen attentively and communicate their needs clearly. Children use good vocabulary, which helps to prepare them with many of the skills they need for their next stages of their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a safe, warm and welcoming environment where children feel secure and valued. She works closely with families to promote regular attendance, understanding how this contributes to children's sense of belonging. The childminder is consistent in her expectations of children's behaviour. Children demonstrate a secure understanding of the rules and boundaries. They happily share resources with their peers and respond well to praise and encouragement.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes kind and considerate behaviours among children. She successfully models respect and politeness in a consistent manner, such as always saying 'please' and 'thank you'. Children speak politely to their peers and the childminder.

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Behaviour, attitudes and establishing routines Expected standard

Children respond positively to the childminder's clear guidance. Children show increasing confidence in managing simple tasks independently. They engage in self-care routines such as washing their hands and wiping their nose. However, although the childminder encourages children to carry out personal care tasks, there are times that children do not get the support they need to develop their self-care skills more efficiently. Nonetheless, children demonstrate that they feel secure in the structure of the day. This growing independence contributes to a positive and engaging environment where children are ready to learn.

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Children's welfare and wellbeing Expected standard

The childminder places strong emphasis on promoting healthy lifestyles. For example, she offers healthy snacks and meals, and routines, including supervision during eating, are implemented effectively to support children's safety and emotional wellbeing. Children have regular opportunities for outdoor play and walks in and around the local community. These opportunities help to support children's physical development and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder knows children well and understands how to support their individual needs. She regularly holds conversations with children and encourages them to explore how they are feeling. The childminder works closely with parents, to help ensure that there is a positive and well-established relationship in place. This helps to raise children's self-esteem and confidence. Parents are very complimentary of the childminder. Generations of families have chosen to attend the childminder's setting. This demonstrates that they feel confident and happy with the quality of care and education that the childminder provides.

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Curriculum and teaching Expected standard

The childminder helps children to develop their communication and language skills. For example, she repeats words and asks children questions. The childminder gives children plenty of time to gather their thoughts and ideas before responding. The childminder plans and sequences children's learning, building on what they already know and need to learn next. However, at times, her teaching does not challenge the most able children and limits the progress that they make. Nonetheless, children are confident and motivated to learn. The childminder offers reassurance and sensitivity, which helps to support children's emotional wellbeing.

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Curriculum and teaching Expected standard

The childminder makes effective use of one-to-one interactions to deepen children's learning. For instance, she encourages children to count, compare quantities and understand sizes. The childminder helps to embed early mathematical concepts into play. Children have a positive attitude to their learning and are eager to join in activities. The childminder encourages children to talk about different birds as they take part in a garden bird watch. Children excitedly point out robins in the garden and explain that these have a red breast. This activity helps children to begin to understand the world around them. Children have opportunities to develop their physical skills in the childminder's garden.

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Inclusion Expected standard

The childminder collects useful information from parents to ensure a smooth transition for new children. This ensures that children's individual needs are recognised and planned for from the start. Ongoing communication with parents helps to ensure continuity of care and shared approaches that support every child's development. The childminder completes the statutory progress check at age 2. She shares this information with parents and any other relevant professional involved.

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Inclusion Expected standard

The childminder shares information and works effectively with other professionals, when needed. She understands the importance of securing timely support to ensure that all children, including those with special educational needs and/or disabilities, receive the tailored guidance and provision they require. The childminder has a good understanding of how to use additional funding, in collaboration with parents. She works effectively with other settings that children attend. The childminder regularly shares information with them to enhance children's experiences and maintain continuity in their learning.

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Leadership and governance Expected standard

The childminder works in partnership with parents and other settings that children attend to support children with their ongoing development. In addition, she shares and discusses best practice with other childminders in the local area to support her own wellbeing and development. The childminder completes all mandatory training within the appropriate timescales. For example, she ensures she has an up-to-date paediatric first-aid qualification. The childminder researches information about different medical conditions or additional needs that children may have. This enables her to fully meet the needs of all children in her care.

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Leadership and governance Expected standard

The childminder reflects well on all aspects of her practice and has recently started to use feedback from parents to further evaluate the care she provides. This has given her a good understanding of the areas she does well in. However, she does not sharply focus her evaluations to identify areas for development to raise the quality of the provision to higher levels.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children clearly demonstrate that they feel safe in the childminder's home-from-home environment. They interact very well with the childminder and are becoming confident in their play. Children move around the environment with ease, exploring activities that interest them and demonstrating that they feel safe, secure and valued. The childminder is mindful of promoting regular attendance and is flexible to suit families' differing needs where possible.

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What it's like to be a child at this setting

The childminder knows the children well and plans activities that follow their interests. She creates an inclusive environment where children enjoy their play and learning. Children enjoy activities that help to develop their mathematical skills. For example, children persevere as they problem-solve and complete puzzles. The childminder challenges children to count animals. They confidently identify different patterns on the animals, such as stripes on tigers and zebras.

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What it's like to be a child at this setting

The childminder supports children to develop their communication and language skills. For example, children enjoy listening to stories and looking at books with the childminder. Older children develop clear pronunciation and conversational skills as they respond to the childminder's purposeful questioning. Children become confident communicators who express their needs, ideas and interests effectively.

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What it's like to be a child at this setting

Children learn about their similarities and differences. They learn about different festivals in the world, such as Chinese New Year and Diwali. Children learn some key skills in readiness for the next stage of their education, including resilience and concentration. The childminder skilfully teaches children how to manage their own risks, such as keeping themselves safe when using scissors.

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Next steps

The childminder should take a more focused approach to the planning of activities in order to challenge children and develop their learning even further. The childminder should consider further ways to fully support children in their self-care skills. The childminder should develop and establish more robust evaluation methods, to identify areas for development and drive continuous improvement.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

We carried out this inspection 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

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 17:15

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Total number of places

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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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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 .

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Urgent improvement

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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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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