Childminder in Wakefield

Inspection report for early years provision

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Unique reference number 321785 Inspection date 26/03/2012 Inspector June Rice

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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 1989. She lives with one adult child in Middlestown, near Wakefield. The whole of the ground floor is used for childminding. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has two guinea pigs and fish.

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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, of whom no more than three may be in the early years age range. There are currently five children attending who are within the Early Years Foundation Stage, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years to eleven years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. 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 demonstrates a positive attitude towards continued improvement. She has successfully evaluated her provision and is aware of areas that require improvement. Space is used very effectively and she is committed to working in partnership with parents, local schools and other early year's providers. This ensures children continue to make good progress in an environment in which they feel safe and secure.

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further?

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

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further?

 improve systems that encourage parents to review their children's progress regularly and contribute to their child's learning and development record  develop further the opportunities for children to access and use more advanced information technology.

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the early years provision

The childminder works in partnership with parents and others to safeguard children. She demonstrates a good understanding of child protection and is confident in her ability to implement procedures effectively in order to protect children. A visitor's book is maintained, and written policies and procedures are in place and clearly inform parents of procedures that will be implemented. For example, health and safety, lost or uncollected children, safeguarding and behaviour management. All required documentation is in place and clear risk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 assessments clearly identify possible hazards and the action taken to reduce any risks.

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the early years provision

The childminder has developed good working relationships with parents and other early years providers, and this ensures that she continues to meet children's individual needs very effectively. For example, close links with the pre-school and nursery ensure children are well supported during their transition to different settings. The childminder has successfully evaluated her provision and its impact on children's learning and well-being. She is aware of her strengths and areas that can be improved. For example, she has identified that she needs to improve children's access to more advanced technology. Since her last inspection, the childminder has ensured that her registration certificate is on display, and has implemented a procedure for recording complaints.

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the early years provision

The childminder demonstrates a good knowledge and understanding of where children are in their development. She supports their learning through a good range of activities and play opportunities. Systems for planning, observation and assessment provide an accurate record of children's progress with the use of photographs and written observations that are clearly linked to the six areas of learning. Next steps are also clearly identified and this ensures that she plans for children's individual learning needs very effectively. Parents are well informed about children's progress, and general well-being through daily discussions, a daily diary for the youngest of children and the sharing information between settings. However, systems in place do not actively encourage parents to review their children's progress regularly and contribute to their child's learning and development record. Inclusive practice is well promoted by the childminder who

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the early years provision

promotes equality for all through resources and activities that introduce children to diversity. Resources are well displayed around the play area within easy reach of children to encourage their free exploration and choice.

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and outcomes for children

Good health and well being is well promoted by the childminder. For example, children are provided with individual cloths to dry their hands after washing to help reduce the risk of cross infection. Children wash their hands before meals and after using the toilet. Children who are infectious are excluded to protect others, and well established systems are in place to record medication, accidents and existing injuries. Children learn about healthy eating through the provision of fresh fruit and vegetables that are included in their meals, they learn that milk is good for their bones, and to have treats in moderation. Children occasional help to prepare meals. For example, they help to make a pizza and have choice of healthy toppings. Children are encouraged to be active through a range of activities that promote physical exercise. For example, they enjoy regular daily walks to and from school, visit local parks and woods. They learn to ride two wheeler bikes and bad

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and outcomes for children

Children behave in ways that are safe for themselves and others, and are learning This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to develop an understanding of dangers and how to stay safe through their daily routine and activities. For example, they regularly practice an emergency evacuation, talk about stranger danger and how to cross roads safely. Children show they feel safe as they freely explore their environment, moving independently from one room to another, and in the way they interact with the childminder. Children are very well behaved, friendly and courteous to each other and visitors. They have developed strong relationships with the childminder and they are given the confidence to make decisions about what they want to do. Inclusive practice is very well promoted by the childminder who treats children as individuals and provides them with activities and resources that encourage children

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and outcomes for children

to learn about and respect others. For example, children make a Christingle orange, Christmas tree, candle and star as they learn how light is celebrated in different faiths.

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and outcomes for children

The childminder supports children's learning well. She shows an interest in what they are doing and uses good questioning techniques that help them to think. For example, she asks them 'where does this go?' and 'will this fit?' Children make good progress in communicating, literacy, numeracy, and information and communication technology. They are active, inquisitive and independent learners, and their understanding of the wider world is encouraged through a good variety of play opportunities. For example, they participate in 'all about me' activity, draw pictures of their homes, take photographs and build houses from small construction bricks. They walk to the local wood and look at the different homes that animals live in. This activity is extended as the childminder encourages their interest in counting. For example, young children count the number of windows and doors in each of their homes, and older children look at street signs and match

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and outcomes for children

Children are very relaxed and happy; they interact well with the childminder and are happy to sit next to each other watching what the other is doing. Older children are quite happy for the younger ones to join in their chosen activity and offer them pieces of the jigsaw to fit into place. The childminder promotes children's developing vocabulary and colour recognition by holding conversations with them. She encourages them to talk about what they are doing and introduces small words such as, tree, ladder, blue and red as they carefully join small bricks together. Children select a ball and initiate a game by rolling it to the childminder, then moves onto stacking small world people into a mini bus. They burst into song, and then select a book for the childminder to read. Children are provided opportunities to plant and grow flowers, they talk about when they found tadpoles and watched them grow into frogs. Children read a book about recycling and help

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and outcomes for children

to recycle items in the house which includes collecting boxes for junk modelling. All these activities help them make good progress across all areas of learning. Children use small mechanical toys, but access to more advanced technology is limited. 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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