Childminder in Kirklees

Inspection report for early years provision

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Unique reference number EY263154 Inspection date 14/01/2010 Inspector Lindsay Helen Dobson

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder has been registered since 2003. She lives with her husband and two children aged seven and 12 years. The family lives in a mid-town house in the Howden Clough area of Batley. There are shops, schools and parks within walking distance. The whole of the ground floor and first floor bathroom facilities are used for childminding. There is a fully enclosed garden available for outside play. The family has a dog, a cat, three rabbits and goldfish.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register to care for a maximum of five children under eight years. There are currently 12 children on roll, of which seven are in the early years age range. The childminder also works with an assistant and at such times may care for a maximum of 10 children under eight years.

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Description of the childminding

The childminder is a member of the National Childminding Association and attends local childminder support groups and carer and toddler groups on a regular basis.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children have fun in the bright and stimulating environment, enabling them to make good progress in their learning and development. They are happy and confident and settle well. Their welfare is promoted and systems which are robust overall ensure that they are kept safe at all times. Children benefit because the childminder understands the value of working closely with the parents, and trusting relationships are built; this includes the sharing of policies and procedures. The childminder is committed to her role and strives to provide a high-quality provision for the children and parents. She keeps up-to-date with developments in childcare by attending training and uses self-evaluation to monitor and evaluate her setting.

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further?

To further improve the early years provision the registered person should:

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further?

 develop further the detail in the risk assessments to clearly show all identified hazards and the action taken to minimise them.

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the early years provision

Children are well protected because the childminder has a good understanding of her role and responsibilities with regards to safeguarding children from abuse and neglect. She has recently attended training and is confident to put procedures into practice when necessary. She provides the parents with a wealth of information This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 about her setting, including her policies and procedures, to ensure they are well informed. Some thorough risk assessments are carried out on areas of her home; however, not all assessments currently contain sufficient detail. Daily checklists are completed to further ensure the home is safe and secure for the children to play and learn. There are robust systems in place to ensure that the children remain safe when on outings. For example, the childminder takes all their emergency contact details with her and children wear reflective arm bands. The childminder

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the early years provision

works closely with her assistant and ensures children are supervised at all times.

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the early years provision

The childminder is dedicated to her role and is proactive in her approach to developing her knowledge. She keeps up to date with childcare developments through accessing training, by working closely with other childminders and the local childminding coordinator, and by receiving support from the early years quality and inclusion team. The childminder understands the importance of sharing good practice. She uses self-evaluation to reflect on her provision and has identified her strengths as well as areas she plans to work on for improvement. Well-organised documentation supports her practice, enabling her to care appropriately for each child and work in partnership with parents. The childminder takes children to, and collects them from, other settings within the Early Years Foundation Stage. She shares information with the local school teachers and playgroup leaders and receives information back to ensure consistency of care and

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the early years provision

Strong, trusting relationships are built with the parents and they are extremely happy with the provision. The childminder finds out about the children's interests and abilities before they start and encourages lots of pre-care visits to help them to settle. She is supportive, making time to talk and listen to parents, sharing information on a daily basis and working closely with them to ensure a consistent approach for the children. The childminder has a very good knowledge of each child's background and individual needs and gives high priority to ensuring these are fully met, linking with other professionals as required. The childminder supports all children to understand and learn about diversity and the wider world. They can freely access a range of resources including books, play figures and dressing up clothes, and they can see displays and posters around the setting which further promote positive images of diversity.

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and outcomes for children

Children are happy and confident, and it is clear that they feel safe and very much 'at home' in the company of the childminder and her assistant; consequently, they settle well. They confidently access the toys and activities as they move around all downstairs rooms. Strong relationships have been built with the childminder and it is clear that they are very fond of each other. For example, they involve her in their play and happily approach her for help and support. Children are becoming independent as they choose their own resources and tidy up after themselves. They have many opportunities to socialise with other children, and learn to co- operate and share the toys. They enjoy stories and have a good range of books to choose from. The childminder supports their language development, taking her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 time to ensure they understand her and listening to their comments, and asking

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and outcomes for children

relevant, open-ended questions to encourage them to think.

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and outcomes for children

Children are using numbers, as they routinely count while they play; for example, children count the numbers of ice cubes they have in their towers. They compare the sizes and shapes of the towers they build, with more able children saying 'mine is bigger than yours'. They use their imaginations in role-play as they feed the dolls and take them for walks in the pushchairs. Children express themselves through music, enjoying singing and listening to songs on the radio. Children enjoy messy and creative play; for example, they squeeze the shaving foam through their fingers, build models with recycled boxes, and develop their fine motor skills as they carefully use the scissors to make snowflake patterns. Children are provided with lots of opportunities for developing their large motor skills and enjoying physical play. They visit the local park, where they are able to run about freely and safely, enjoy developing their throwing and catching skills with large balls in the

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and outcomes for children

childminder's garden, and have opportunities to be involved in swimming and dancing at the local sports centre.

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and outcomes for children

The childminder provides a balance of planned and child-initiated play experiences. She makes regular observations of their achievements and interests and uses these to plan relevant and motivating activities. Observations are recorded in individual journals, which are supported by photographs of the children and shared with their parents. This allows parents to be fully informed of current learning objectives and enables them to support their children at home. Parents receive further information about the setting and current themes and topics in the regular newsletters which the childminder gives to them.

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and outcomes for children

Children are learning about keeping safe; for example, when they go out within the community they talk about road safety. At the childminder's home they participate in fire evacuations. This equips children with a good understanding of how to manage their own safety. Children are learning to be healthy. They learn about healthy foods; for example, they enjoy nutritious and well-balanced meals and snacks, and parents who provide packed lunches for their children are requested not to put sweets into them. Children regularly wash their hands, and a clear explanation as to why this is important is given. All children are able to play independently, becoming active, curious and inquisitive learners. Children's behaviour is good; they learn from the childminder, who is a good role model, about being respectful and polite. The childminder shows all children equal respect and values them as individuals. Children learn to use good manners and know the

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and outcomes for children

simple house rules, such as listening to each other. The childminder uses age- appropriate strategies, including stickers, to support children to manage their own behaviour, and the childminder and children play games together to encourage sharing and turn taking. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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