Childminder in Wakefield

Inspection report for early years provision

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Unique reference number 321941 Inspection date 08/09/2011 Inspector Angie Ellis

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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 has been registered since April 1991. She lives with her family in Sandal, on the outskirts of Wakefield, within walking distance of local amenities. The whole of the ground floor is used for childminding. The childminder has a dog.

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Description of the childminding

The childminder is registered to care for no more than six children under eight years of age at any one time. At present there are seven children on roll, all of whom attend on a part-time basis. She takes and collects children from school and takes them to the local park and places of interest. The childminder attends a playgroup twice a week as well as a childminder support group.

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Description of the childminding

The childminder is a member of the National Childminding Association and has obtained a recognised quality assurance kite mark.

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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 an effective knowledge of each child's needs, and ensures that she promotes all children's welfare and learning. She does this by providing a friendly, welcoming environment with a good range of stimulating activities that are available to all children. This promotes inclusive practice and enables all children to make good progress in all aspects of their learning and development. The childminder has developed positive relationships with the parents and there are systems in place to exchange information with others involved in children's learning and care. The childminder has a generally effective system of self- evaluation in place to reflect on and evaluate practice, which contributes to maintaining continuous improvement.

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further?

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

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further?

 develop further the culture of reflective practice and self-evaluation to identify the setting's strengths and priorities for development that will improve the quality of provision for all children  develop further the assessments of children by including photographs and things children have made, and ensure that the assessments clearly identify learning priorities within all areas of learning.

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the early years provision

Children are effectively safeguarded because the childminder clearly understands her role in child protection and is fully aware of the procedures to follow should a concern arise. All of the records required for safeguarding and promoting children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 welfare are maintained. Risk assessments clearly identify aspects of the environment that need to be checked on a regular basis. This includes risk assessments for each type of outing. The home is safe and conducive to learning, and children clearly thrive as a result of the setting they are in.

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the early years provision

The childminder deploys resources effectively. She uses space well within her home to provide a good range of activities for the children. Furniture, equipment and resources are of a good quality and appropriate for the ages of children to support their learning and development. The childminder meets with other childminders regularly and reads relevant publications to keep up-to-date with current practice. The childminder has steps in place to ensure resources and the environment are sustainable. For example, children water the beans that are growing in the back yard and use recycled packaging to make models. Overall, the childminder effectively evaluates what her priorities for improvement are through personal reflection, although the views from parents and children are not sufficiently being used in the self-evaluation process. The recommendation from the previous inspection has been implemented, which includes updating

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the early years provision

information within the complaints policy about the timescales for notifying parents of the outcome of a complaint that is made in writing. The childminder expresses effective ambition, vision and drive to develop the service further. For example, she has obtained information about gaining a level 3 qualification in working with children and young people.

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the early years provision

The childminder has nearly 20 years experience as a childminder. In that time she has developed positive relationships with parents and children, which contributes to inclusion, meeting children's needs consistently and providing continuity of care. The childminder meets the individual needs of children well, irrespective of background or ability. Communication between the childminder and the parents is very good. When children start, the childminder obtains information from parents and observes the children to find out what they know, can do and enjoy. This identifies children's starting points and forms the basis for ongoing assessment. The children's assessment profiles provide parents with a personalised record of their child's progress. These include observations that are matched to the areas of learning and identify the next steps. However, evidence of photographs of children involved in activities and things that they have made are limited. In addition, the

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the early years provision

records do not clearly identify learning priorities through all the areas of learning.

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the early years provision

The childminder is aware of the importance of making links with other care providers that children may attend and has some effective systems in place; for example, communication takes place between providers to support individual children and ensure information is regularly exchanged to promote children's achievements and well-being.

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and outcomes for children

The childminder has an understanding of the learning, development and welfare requirements, which contributes to her effectively promoting children's welfare and learning. Good relationships have been established and children make good This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 progress in their learning in relation to their capabilities and starting points.

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and outcomes for children

A very child-centred environment is provided. The childminder makes good use of resources within the local community to extend children's experiences. For example, children regularly attend activities at the local playgroup. The children are confident and are given time and space to enjoy and achieve by being able to play independently as well as take part in adult-initiated activities. They are supported well by the childminder at appropriate times, demonstrating that she understands when and when not to intervene. Toddlers are very inquisitive and enjoy exploring every activity that is on offer. For example, children press the buttons on the electronic toys and are captivated by the music that is played and the lights that flash on and off. They also enjoy fitting together the large construction blocks, therefore developing their problem solving and reasoning skills. The children laugh and clap their hands with delight as they make sounds

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and outcomes for children

with the bells, which helps to develop their creative skills. They also enjoy looking at books and vocalise and point when they see familiar objects on the page. Therefore, children are learning to develop their skills in communication language and literacy. Furthermore, children learn to name shapes and colours through games and counting in daily routines. Everything that happens within the day is used as an opportunity to learn.

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and outcomes for children

Warm and trusting relationships have been developed between the childminder and the children, which demonstrate that they feel safe. Children's health and growing independence are supported well. Effective procedures and routines are in place to manage hygiene, illness and cross-infection. Children learn about the benefits of healthy eating, and the childminder prepares meals for the children, such as shepherds pie. She encourages toddlers to feed themselves and to learn to develop their social skills at meal times. Children have good opportunities to engage in a varied range of physical activities, both indoors and out, and gain a secure understanding about the importance of regular exercise and fresh air as part of maintaining a healthy lifestyle. For example, they have regular walks to the park and the change of seasons is used as a point of observation and discussion. Children learn to care about and respect each other through learning to share,

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and outcomes for children

take turns and use good manners. The childminder successfully provides a varied range of activities that capture children's interests and, therefore, they behave well. The childminder lives in a very multicultural community and actively promotes equality and diversity, which helps children to understand about the society they live in. 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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