Ingram, Patricia

Ingram, Patricia

Unique reference number (URN): EY402389 Address: 40 Welbeck Road, Leeds, LS9 9BY Type: Childminder Registered with Ofsted: 15/12/2009 Registers: EYR, CCR, VCR Registered person: Ingram, Patricia

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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

Children are progressing well through the curriculum. Toddlers demonstrate good understanding of spoken language and are able to follow simple instructions, such as putting their paper towels in the recycling bin. Parents explain that they are delighted with the progress their children make here and that their children are excited to come. The ongoing support across all areas of learning ensures children are prepared for the next stage of their education.

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Achievement Expected standard

Where the childminder has cared for children who face barriers to their learning, such as special educational needs and/or disabilities, the adaptations and support the childminder has provided has ensured that these children have thrived in their development.

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Achievement Expected standard

Children demonstrate their recent learning and development. For instance, toddlers sit up to the table, showing calm and focused behaviours. They carefully select the fruit they would like to eat from a shared platter and put it onto their own plate before they eat it. The childminder explains this has been a key focus she has been supporting them with and the impact is evident.

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Achievement Expected standard

Children repeat back new vocabulary the childminder has modelled, such as 'in, out, on', when describing where they have placed objects, showing that they are learning and remembering these new words.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear routines and behavioural expectations. For instance, she has supported children to understand and take part in handwashing routines. These are conducted before mealtimes and after outside play. She has clear expectations regarding behaviours at mealtime. The childminder promotes good attendance at the setting and provides practical support for families where needed.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's approach is nurturing and rooted in kindness. As a result, the relationship between herself and the children is respectful and loving. Children feel safe to explore and follow their interests. They observe and learn from the childminders modelled behaviours and, as a result, they are learning how to play and cooperate with others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour in the setting. Children are eager to show her their new skills, such as climbing. However, this includes children climbing on furniture, such as the coffee table. The childminder is close by and supports children to do this in a controlled way. Although she considers how to adapt the organisation of her resources to provide children with safe options for practising climbing skills, such as indoor climbing apparatus, she does not always do this promptly or explain to children the importance of managing their own risks.

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Children's welfare and wellbeing Expected standard

The childminder is sensitive to individual needs, when conducting care routines. She communicates well with children before and during care routines, including gently preparing them for having their nappy checked. When getting ready for outdoor play, she talks children through the process of putting their outdoor things on, and helps them to learn the names of their body parts as she dresses them.

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Children's welfare and wellbeing Expected standard

The childminder considers how to enhance children's independence skills. For example, the installation of low-level handwashing stations encourages children to take greater ownership over handwashing routines and children are keen to take part in these routines.

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Children's welfare and wellbeing Expected standard

The childminder uses a nurturing approach, grounded in her positive relationships, to support children to recognise and regulate their emotions. Familiar books that focus on a range of emotions are used to help children learn about the different feelings they may have.

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Children's welfare and wellbeing Expected standard

The childminder considers the individual needs of children with regards to weaning and provides ongoing support to parents regarding the transition between milk and solid foods. A balanced range of nutritious foods are provided and the childminder supports parents with nutritional information. Children begin to develop a positive attitude to healthy food choices. For instance they are keen to sample a fruit platter, with a variety of colours and textures of fruit to choose from.

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Curriculum and teaching Expected standard

The childminder has a suitably broad curriculum in place and closely monitors children's progress to ensure that they are making progress as expected. She adapts her teaching to provide support for areas of learning, where children may face barriers to progress. For example, she provides multiple opportunities for children to experience the world outside of the setting, such as exploring the local woodland and attending dance classes. Her supportive and caring approach promotes children's personal, social and emotional development.

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Curriculum and teaching Expected standard

The childminder supports children's mathematical knowledge through weaving questioning and language modelling into the children's daily experiences. Stories, songs and rhymes are valued as a key factor in supporting children's communication and language skills. The childminder also plans for these with a key focus on developing learning behaviours, such as attention and listening skills. However, the childminder does not consistently maintain and model the highest quality levels of speech with children, for instance she sometimes uses using 'ta' rather than thank you. As a result, children are not given every opportunity to practise aspirational speech.

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Curriculum and teaching Expected standard

When caring for children with barriers to learning, including those with special educational needs and/or disabilities, the childminder understands the need to adapt her approach to ensure children's unique needs are met.

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Inclusion Expected standard

This is a very welcoming setting. The childminder has created a culture where all are welcome and, as such, children feel happy and safe in her care.

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Inclusion Expected standard

The childminder gathers information from parents about their children before they join. This means she is well prepared to support their individual needs as soon as they start attending. Her ongoing assessments ensure that the support she provides is relevant to the children's current areas of need. The childminder maintains her knowledge and understanding of how to meet the needs of children who may face barriers to learning and is open to further training, if she were to receive a child who needed any additional support or adjustments.

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Inclusion Expected standard

The childminder promotes an inclusive ethos in her setting. She supports children's understanding of different family contexts through open conversation and through providing a range of picture books that help to create a culture, where diversity is celebrated.

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Leadership and governance Expected standard

The childminder appropriately evaluates her provision and undertakes regular ongoing training to enhance her knowledge and skills. She has identified some areas where the support she provides for children's communication and language could be improved and is undertaking additional training in Makaton signing in response to this.

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Leadership and governance Expected standard

The childminder has implemented a sustainability leadership and climate action plan and, as a result, has further improved the provision for children to develop their knowledge and understanding of the world. For instance, through developing an area of the garden to grow vegetables.

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Leadership and governance Expected standard

The childminder maintains a child-centred approach in her setting and ensures clear ongoing support and communication for families. This includes providing home learning packs, containing stories, toys or jigsaws, to further support children's learning at home. The childminder appropriately managers her own workload and wellbeing.

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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

This is a warm and friendly setting, where children are happy, safe and supported to develop a broad range of knowledge and skills at their own pace.

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

Children are achieving well in this setting. The childminder is tuned into children's interests and fascinations, and uses these themes to support learning in a broader sense and meet the aims of her planned curriculum. The childminder makes use of the local woodland and provides a wealth of opportunities for children to immerse themselves in nature and benefit from fresh air and exercise.

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

The childminder's careful tracking of progress and her collaborative approach with parents and carers means that she has a deep understanding of the needs of each child and is able to plan for how to support their unique needs on a daily basis. As a result, children are making expected progress in their development.

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

The setting has a very inclusive approach. The childminder warmly welcomes all children with open arms. The caring and nurturing relationships the childminder establishes with children and their families mean that there is a real sense of belonging within this setting. The childminder highly values her partnerships with children's families. Ongoing support is provided to parents and they explain that they have found this to be very beneficial.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

The childminder should ensure that highly effective teaching and interactions with children are embedded, particularly in relation to supporting children's language and development. The childminder should develop highly impactful teaching of behaviour and routines, in order to maximise support for children's learning behaviours.

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About this inspection

The inspector spoke with the childminder and children during the inspection and reviewed written feedback from parents.

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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 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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Facts and figures used on inspection

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

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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. 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

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Urgent improvement

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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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