Childminder in Kirklees

Inspection report for early years provision

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Unique reference number EY367373 Inspection date 31/01/2012 Inspector Nicola Dickinson

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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 2008. The provision is registered on the Early years Register and the compulsory and voluntary parts of the Childcare Register. She lives in the Netherton area of Huddersfield with her husband and two children aged 10 years and seven years. The home is situated in a residential area close to local amenities, nurseries and schools.

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Description of the childminding

The whole of the ground floor of the home is used for childminding purposes, including a kitchen and cloakroom. There is an enclosed garden for outdoor play. The childminder is able to take and collect children from local schools and pre- schools. The provision is open each weekday from 8am to 5.30pm for 50 weeks of the year, excluding bank holidays.

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Description of the childminding

The childminder is registered to take a maximum of five children. There are currently five children attending who are within the Early Years Foundation Stage age group. She also cares for children aged over five years. The childminder 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

Children are well cared for in a safe, clean and welcoming environment. Overall, they make very good progress in their learning because their interests are clearly identified and well supported. Partnerships with parents are very good. Overall, partnerships with other professionals are good. Equality and diversity is promoted in children's learning, although, the setting's positive attitude towards people with disabilities is not effectively portrayed. The childminder has an effective self- evaluation system in place, which actively involves parents.

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further?

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

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further?

 improve the opportunities to support children's development of positive attitudes to disability  develop the sharing of relevant information where children receive care and education in more than one setting.

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the early years provision

Children are safeguarded well in the setting because good safety measures are in place. The childminder has a good knowledge of safeguarding policies and procedures to be followed should she have concerns about a child's welfare. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Visitors to the setting are monitored. The childminder has good risk assessments in place. She implements them well and reviews them regularly. The environment is well organised with a good range of developmentally appropriate resources. Free flow play throughout the rooms and into the secure outdoor area promotes independence in young children in their investigation of the environment. Good use of resources in the community, such as, the library, local park and animal farm, extend children's learning into the wider environment, enhancing their knowledge and understanding of the world.

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the early years provision

The childminder is aware of her strengths and weaknesses. A good self-evaluation process, which actively involves the users of the provision, is in place. She consistently identifies areas for improvement and utilises examples of good practice to improve her provision. The childminder has a good commitment to professional development, accessing relevant training to improve her knowledge and skills. She has very good partnerships with parents, ensuring that knowledge and expertise between the childminder and parents is shared. She obtains information about daily routines and any issues which may impact on children's care, ensuring children's welfare needs are met. The childminder also shares information with parents about children's progress through daily updates and children's learning records. Parents and grandparents actively contribute to children's learning experiences, ensuring plans incorporate children's individual

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the early years provision

Effective partnerships with some professionals are well established. The childminder seeks advice and support from the local authority childminding coordinator to improve her provision. Efficient partnership with the local pre-school ensures, overall, that relevant information to support transition, is shared. Effective partnerships with professionals, who support children with Special Educational Needs and/or disabilities, are not in place. This means that children attending the provision, who need additional support in meeting their developmental targets, are not fully supported. Children celebrate culture and diversity, accessing resources and activities which develop their understanding of differences. However, there are few displays or resources which depict the childminder's positive attitude towards disability. This means that children's understanding of this is not being effectively promoted. All children in the provision are valued as individuals, are free from

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the early years provision

discrimination and have access to all resources.

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and outcomes for children

The childminder is very knowledgeable about the Early Years Foundation Stage and uses this to observe and plan for children's learning. Children's next steps, schemas and interests are identified ensuring children are presented with challenges which extend their learning. Good, and in some cases, rapid progress towards the early learning goals is tracked through learning records. The childminder works hard to engage children in activities. She participates with enthusiasm and encourages all of the children to join in. A good balance of adult and child-led activities ensure children enjoy a variety of learning experiences. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 use of community resources, such as, the library and local farm, extend the children's learning experiences very well. The outside area gives children opportunities to enjoy play in the fresh air, whilst learning to risk assess for

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and outcomes for children

themselves. Good use of space ensures children are provided with quiet areas for rest and sleep, which meet their individual needs and reflect their home environment.

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and outcomes for children

The children in the setting feel safe. Effective settling-in procedures, which meet individual children's needs are in place. Children are happy and have positive relationships with their peers. Close relationships with the childminder demonstrate secure attachments. Children clearly enjoy their activities as they are animated and display high levels of concentration. The childminder has effective hygiene routines in place which means children are developing a good understanding of personal hygiene. Children have healthy choices at snack time and drinking water is readily available, ensuring children are well hydrated. Children develop good skills for the future because the childminder is a positive role model. They are well behaved as modelled behaviour helps them to understand why they should include each other in their play and be kind to each other. Clear boundaries are set, helping children to develop a comprehensive understanding of right and wrong. Children are valued

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and outcomes for children

as individuals and efficient levels of support, ensure all children make good progress in their learning.

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and outcomes for children

Children make good, and in some cases, rapid progress in communication, language and literacy because the childminder engages them in stimulating activities. Stories, interactive resources and conversation supported by physical gestures, develop children's understanding of spoken and written language. Children develop a very good knowledge of mathematical concepts, such as, shape, size and measure, through activities and the use of everyday language. Children's skills in critical thinking are promoted because the childminder asks questions and gives them prompts to help them solve problems and make decisions. For example, they risk assess for themselves in the outdoor environment. Children are very well supported in facing challenges through the use of effective, enthusiastic praise. This helps them to build self esteem and gain the confidence to stretch their skills to new levels. 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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