Childminder in Wakefield

Inspection report for early years provision

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Unique reference number 321751 Inspection date 03/05/2011 Inspector Helen Blackburn

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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 assesses 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 0300 123 1231, 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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T: 0300 123 1231 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 was registered in 1997. She lives with her husband and three children aged 17 years, 14 years and 10 years in the Horbury/Middlestown area of Wakefield. There are shops, parks, schools and public transport links in the local area. The whole of the ground floor of the childminder's home is used for childminding. There is a fully enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered on the Early Years Register and she can care for a maximum of six children under eight years at any one time, no more than three of which may be in the early years age range. She is currently minding four children in the early years age range. The childminder also offers care to children aged over five years to 11 years. The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. She is currently minding five children in this age range.

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Description of the childminding

The childminder takes and collects children from local schools and nurseries and she goes to several toddler groups regularly. She is a member of the National Childminding Association.

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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

The childminder has good relationships with parents, children and other professionals involved in children's learning and care. The learning environment is safe and clean and it positively promotes good behaviour, independence, diversity and difference. The children make good progress in their learning because they access a good range of activities and experiences. Overall, the childminder's documentation, policies and procedures promote children's learning and welfare. The childminder's commitment to developing her service is good and overall, she has some systems in place to support her in making improvements.

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further?

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

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further?

 improve self-evaluation processes to ensure all aspects of the service and practice are effectively monitored  update the record of risk assessment to include any assessments of risks for each type of outing or trip  improve how observations are matched to the expectations of the early learning goals to help identify and plan for children's learning priorities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder ensures she effectively promotes and safeguards children's welfare. For example, she has a good understanding of her responsibilities in protecting children from harm, such as the procedures for reporting and monitoring concerns. In addition, the childminder is aware of potential signs of abuse and neglect. This means she acts in the best interest of the children if she has concerns about their welfare or well-being. All adults living on the premises complete appropriate checks and the childminder supervises any visitors to the home. This contributes to keeping children safe and protected from harm. The childminder maintains a good range of documentation, policies and procedures. Overall, these contribute to meeting children's needs and promote the safe management of the setting. However, wording on parental consents to the seeking of emergency medical treatment and advice is a little unclear. The childminder

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the early years provision

provides a safe and clean environment for children to play through carrying out regular risk assessments, safety checks and because she supervises children's play. This means she promptly identifies hazards and puts in place effective precautions to minimise accidents. However, although she risk assesses all the outings she takes the children on she does not keep a record of these assessments. The childminder organises her resources well so that children can make safe and independent choices in their play. She manages her time effectively to ensure she meets children's individual needs, such as organising school runs around the daily activities and outings. In addition, the childminder makes good use of resources within the local community to extend children's experiences. For example, she takes children to local parks, toddler groups and other places of interest.

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the early years provision

The childminder's commitment to developing her practice and service is good. She regularly reflects on her practice to assist her in identifying areas of improvement, especially around monitoring the effectiveness of children's activities and experiences. This contributes to the childminder improving outcomes for children. For example, by developing unused areas in the garden to provide space for children to plant and grow, she is supporting them in learning about nature. However, use of self-evaluation to evaluate other aspects of the service not linked to children's play opportunities is not as established. The childminder makes good use of training opportunities to keep up to date with good practice ideas. This includes her gaining a recognised early years qualification. This demonstrates her commitment towards promoting her ongoing professional development. The childminder welcomes any ideas and comments from parents, children and other

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the early years provision

professionals in the self-evaluation process. This means the process is inclusive and reflects the service users. For example, following discussions with parents and children the childminder now has a number of toy sacks that children can take home. This provides opportunities for parents to continue children's learning at home.

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the early years provision

The childminder has good relationships with the parents. Effective communication and information sharing contributes to meeting children's individual needs. Through discussions, notice boards, written policies and procedures parents receive good quality information about their child's day and service. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder encourages parents to be involved in their child's learning and progress. For example, they have access to their child's progress and observation records. The childminder has good working relationships with other settings or professionals involved in children's care. For example, she regularly speaks to teachers about children's achievements and she incorporates into the setting themes and topics children are talking about in school and nursery. This promotes continuity in children's learning and ensures children receive the best learning

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the early years provision

opportunities to support their learning, or if they need additional support or help.

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and outcomes for children

Relationships between the childminder and children are good, she knows them well and this means she effectively meets their individual needs. Overall, observation, planning and assessment arrangements are good and they support the childminder in helping children to make progress in their learning. For example, through observing children's play, the childminder is aware of their abilities, which means she provides age appropriate and challenging activities for children. However, the childminder has tried a number of ways to record and monitor children's progress and as a result, her approach to matching her observations to the expectations of the early learning goals is still evolving. The childminder is actively involved in children's play and they respond well to this. For example, the children confidently engage in conversations with the childminder as they excitedly talk about their planned outing to a local wildlife park. The childminder provides a welcoming and

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and outcomes for children

fun learning environment that provides activities across all areas of learning. This results in children being happy and enthusiastic learners. For example, they solve simple problems as they match pieces of the puzzle together and they are encouraged to use their imagination and express their creativity through arts, crafts, music and role play. In addition, through activities, such as games, children learn about number, for instance, they count and match the numbers on the dice and they sort the counters by colour.

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and outcomes for children

The children behave well and they know what the childminder expects of them because she provides consistent routines and boundaries. Through play and discussions children learn about right, wrong and good manners, such as sharing and taking turns. This supports children in developing positive and cooperative relationships with others. For example, children play well together, patiently waiting their turn when playing the bug game. Through praise, celebrating achievements and valuing their contributions, the children have a positive self- image and good self-esteem. The childminder provides a good selection of resources, activities, discussions and celebration of different festivals so that children develop a good understanding of diversity and difference. This supports the children in having respectful attitudes towards all people in society.

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and outcomes for children

The childminder provides a secure environment, where children feel safe. Through play and routines, she provides good opportunities for children to learn about ways in which they can keep themselves safe. For instance, through practical routines, such as fire evacuation practices and promoting good car safety, the children are learning about effective safe practices. The children have a good understanding of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 why they need to adopt effective personal hygiene routines. For example, they routinely wash their hands at appropriate times throughout the day and explain why they need to do this. Through healthy nutritious snacks, discussions and activities, the children are learning about the importance of making healthy choices. The children have good opportunities to take part in a good range of physical activities. For example, they go on walks, visit local parks and enjoy

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and outcomes for children

playing in the garden. For instance, children eagerly jump on the trampoline and they demonstrate their coordination skills as they throw and catch balls. 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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Early Years Foundation Stage

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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