Childminder in Wakefield

Inspection report for early years provision

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Unique reference number EY283337 Inspection date 26/10/2011 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 2004. She lives with her husband and two children aged 11 and nine years in the Ossett area of Wakefield. There are schools, shops, parks and public transport links in the local area. The whole of the ground floor and a first floor bedroom and bathroom of the childminder's home are used for childminding. The children have access to a fully enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, no more than three of whom may be in the early years age range. The childminder is registered to work with an assistant from the same premises. When they are working together, they may care for a maximum of seven children under eight years at any one time, no more than five of whom may be in the early years age range. They are currently minding eight 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 on the Early Years Register and compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder takes and collects children from local schools and nursery 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 provides a welcoming and safe learning environment which positively promotes diversity, good behaviour and children's independence. Overall, the childminder maintains a good range of documentation, policies and procedures which in the main promote the safe management of the setting, children's learning and health. The childminder has good relationships with parents and children. The children are happy and they access the good range of activities on offer with enthusiasm. Through good self-evaluation processes, the childminder is proactive in bringing about improvement.

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further?

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

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further?

 develop planning and resourcing to gain ideas on activities and initiatives to support and extend children's next steps in learning, for example, by using the practice guidance  ensure children are encouraged to wash their hands at all times to develop their understanding of effective personal hygiene practices. 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's arrangements for safeguarding and promoting children's welfare are good. She understands her responsibilities in protecting children from harm because she is aware of possible signs of abuse and neglect and the procedures for reporting any concerns to appropriate agencies. The childminder ensures all adults living or working on the premises complete appropriate checks and she supervises any visitors to the home. This means she keeps children safe and protected from harm. The childminder provides a safe and clean learning environment for children to play. She is able to do this because she ensures safety precautions are in place to minimise accidents. This includes her keeping a record of the risk assessments she carries out within her home and outings. However, how she maintains this record is disorganised and it does not include all the areas the childminder actually risk assess, such as the blind cords. Overall, with the

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the early years provision

exception of the risk assessment record, the childminder maintains a good range of documentation, policies and procedures, which contributes to promoting the safe management of the setting. For example, her policies include how she promotes positive behaviour and equality and deals with complaints. The deployment of resources is good. For example, good organisation of resources enables children to make safe and independent choices in their play. In addition, the childminder works well with her assistant to ensure they meet children's individual needs. For example, they organise the planning of school runs, meals and activities to meet the differing needs and ages of the children.

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the early years provision

The childminder's commitment to developing her practice and service is good. Through self-evaluation and reflective practice, she has a realistic view of her strengths and priority areas for development. In addition, she has successfully addressed the recommendations made at the last inspection. For example, through using newsletters and ensuring parents access their child's progress, she ensures parents are involved in children's learning. The childminder promotes an inclusive approach to her self-evaluation because she welcomes any ideas and comments from parents, children and other professionals. In addition, she accesses training to ensure she keeps up to date with good practice.

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the early years provision

The childminder has good relationships with parents. For example, they regularly exchange and share relevant information, which promotes continuity in children's learning and care. Through a varied range of written policies, procedures and discussions, parents receive good information about the service children receive. The childminder encourages parents to be involved in their child's learning. For example, she shares with them children's progress records and talks to them about their day and achievements. The childminder understands the importance of working with other settings children attend, such as school, other professionals and external agencies. This ensures children receive the best possible care and learning opportunities to meet their individual needs. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Overall, the childminder's arrangements for managing illness, infection and hygiene are good. For example, through everyday routines, such as hand washing, the children are developing an appropriate understanding of personal hygiene practices. However, on the day of inspection the childminder did not remind the children to wash their hands before snack, although she did at other times throughout the day. The childminder provides nutritious and healthy meals and snacks and she encourages children to try new foods. This contributes to children learning about the importance of making healthy choices. The children have regular opportunities to play outside, go on walks and visit parks. This promotes children's physical development and encourages them to lead a healthy lifestyle. The children are also developing good coordination and dexterity skills. For example, they draw, use small tools when carving their pumpkins and fix together

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and outcomes for children

The childminder's relationships with the children are good. Through providing consistent routines, which incorporate children's individual needs, the children feel safe and secure in her care. In addition, the children are developing a good understanding of ways in which they can keep themselves safe. For instance, they learn about road safety and discuss stranger danger and fire safety, including visiting the local fire station. The children's behaviour is good and they have cooperative and positive relationships with their peers. For example, through play, they learn about being kind to others, sharing and taking turns. Through the childminder making good use of praise, the children are confident learners who have good self-esteem and a positive self-image. The children have a good understanding of diversity and difference. For example, through activities, discussions and resources they learn about different cultures, genders, beliefs,

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and outcomes for children

disabilities and the world in which they live. This contributes to children having a positive attitude towards all people in society.

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and outcomes for children

Overall, observation, planning and assessment arrangements are good and they support the childminder in helping children to make good progress in their learning. For example, by matching her observations to the expectations of the early learning goals, she identifies children's learning priorities. However, the childminder does not utilise all resources available to her for gaining new ideas or initiatives to extend children's learning, such as the practice guidance. The childminder and her assistant are actively involved in children's play and they ensure children access a good range of activities and experiences. This results in children being happy and enthusiastic learners. For example, they learn about number and counting through fun games, they use their imagination as they play with the trucks and cars, and they enjoy the experience of playing in the dark tent. 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 3 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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