Childminder, Out-of school day care in Kirklees

Inspection report for early years provision

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Unique reference number 310853 Inspection date 02/02/2012 Inspector Caroline Stott

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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 registered in 1994. She lives with her husband and two children in Golcar, Huddersfield. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The whole of the ground floor of the childminder's house is used for childminding, and there is a fully enclosed play area at the back of the house. The childminder is registered to care for a maximum of six children at any one time. Currently, there are six children on roll. Of these, four are under eight. The provision includes before and after school care. The childminder walks to local schools to take and collect children. She attends the local parent and toddler group, playgroup and childminding support group. The childminder has provision for children with special educational needs and/or disabilities. She is supported by the local authority.

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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's well-being and healthy lifestyle is given high priority from the childminder, who ensures the children are safe and settle well. Children overall are developing well within most areas of the Early Years Foundation Stage, but planning does not yet identify children's next steps of development. Children enjoy a well-prepared play environment and have access to a good range of play resources and learning materials. The system for self-evaluating the provision ensures that the childminder continues to identify areas to improve and to build upon. Partnerships with parents are good and the childminder engages with them to encourage feedback about their children's interest and achievements. The childminder has built good links with the local childminding network for the benefit of the children.

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further?

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

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further?

 explore every day opportunities to develop children's counting skills and provide chances for children to write or make marks for a purpose  review and improve assessment systems to plan the next steps in children's developmental progress and use this information to inform future planning.

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the early years provision

Children are safeguarded well at the childminder's home as she is appropriately vetted and has completed safeguarding training and paediatric first aid training. This means she is safe and suitable to work with young children and is knowledgeable about local safeguarding policies and procedures. Children move freely and safely around the ground floor of the childminder's home. They enjoy a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 well-prepared play environment and have access to a good range of play resources and learning materials. There are thorough written risk assessments in place ensuring all areas including the garden and outings are suitable and safe. Detailed policies, records and consents from parents are fully in place. The required documents and a fire procedure are on display. Fire equipment is accessible and fire drills are completed regularly. These measures combined with close

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the early years provision

supervision, minimises any potential risks to children.

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the early years provision

Partnerships with parents are good. The childminder works closely with parents and useful information is sought about each child's starting points and interests. Important information is shared through the children's learning journey profiles, parents are encouraged to record children's ongoing achievements. This provides parents with the opportunity to be effectively involved with their child's learning and development. Effective relationships are established with the local childminding network, this provides children with the opportunity to share resources and engage with other peers and adults. The childminder attends the local toddler and play groups. All these settings positively support children's interests and needs and provide them with time to collaborate with their peers.

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the early years provision

The childminder has completed the self-evaluation paper version of her provision. She is aware of her strengths and weaknesses and gains feedback from parents through questionnaires. Children's views are sought and house rules are established with the older children, providing them with the opportunity to gain awareness of responsibility within the provision. As a result the childminder continually looks for ways to improve the provision for the children and sets appropriate targets. The childminder has effective equal opportunities and Inclusion policies in place, which are regularly reviewed. This means that the individual needs of all children are met and all children are fully included within the provision.

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and outcomes for children

Children are relaxed, settled and secure in the childminder's care. This is because she explains routines to them. For example, she explains why she closes doors to keep them safe and why she places pillows over the fireplace hearth and ensures there are good safety procedures in place. She encourages children to hold onto the buggy on school runs, with the aid of reins and also uses this time to advocate road safety awareness. This provides and promotes safety learning experiences. Children's confidence is high and a healthy lifestyle is tremendously important to the childminder.

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and outcomes for children

Exceptional health and well-being is encouraged as the childminder promotes children's awareness of hand washing after blowing their noses and coughing, this advocates wonderful personal hygiene routines. Children request hand wipes automatically ensuring germs are eliminated. Healthy meals are cooked by the childminder, such as lentil and tomato soup and tuna pasta bake. Children are enthusiastic about meal times and eagerly talk about the food on offer. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Photographic evidence displays how children make pumpkin and potato soup for tea. Children demonstrate willingly how they can balance on 'stompers', low-level stilt tubs. Younger children walk to and from the local school to pick up elder siblings. Photographs exhibit how children enjoy the local play park and the fully enclosed garden. This fosters a healthy lifestyle.

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and outcomes for children

Children are making good progress within the six areas of learning of the Early Years Foundation Stage. They readily access their choice of play from a good variety of resources, illuminated by a clip of laminated pictures of the toys and equipment on offer. Children sit with the empathy doll curious about the zip on his jacket and poppers. This provides the opportunity for the childminder and child to learn about doing up and undoing of these fasteners. With encouragement children respond to the challenge and master this new skill. Records in children's individual learning journey profiles are supported by photographic evidence. The childminder supports children well, observing them regularly. Although planning identifies children's next steps and abilities, these are not recorded effectively to extend children's learning and development fully. Therefore, these are not always taken into full account.

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and outcomes for children

Communication, language and literacy is promoted well as children have free access to books, they enjoy turning pages of books and pointing out particular items of interest. This extends their vocabulary and language. This is developed further as children explore the alphabet through an interactive toy, stimulating awareness of letter sounds, animal names and noises. Children build towers with building blocks encouraging early mathematical understanding. However, overall there are limited counting skills and mark-making opportunities to ensure children's mathematical and handwriting abilities are sufficiently promoted.

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and outcomes for children

Children have a remarkable usage of positive language. For example, children freely without prompting thank each other and respond with 'you're welcome'. They ask to leave the table and automatically say 'please' and 'thank you', whilst requesting specific resources. Children are excited and motivated to play together and they share resources well. For example, children swap dolls to cover with blankets. The childminder ask children to remind 'Eric' the empathy doll to not run indoors. This reinforces appropriate set boundaries. Children behave really well in the childminder's home because she gives clear explanations which children respond to excellently. 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 1 The extent to which children make a positive contribution 1 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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