Childminder in KirkleesOfsted inspection, 21 Mar 2012

Inspection report for early years provision

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Unique reference number EY232987 Inspection date 21/03/2012 Inspector Thecla Grant

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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 2002. She lives with her husband and 11 year old child in Holmfirth, close to shops, parks and local transport links. The whole ground floor of the childminder's home is used for childminding purposes.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register to care for a maximum of six children under eight years at any one time, no more than three of which may be in the early years age range. She is currently minding nine children in this age group. The childminder also offers care to children aged over five years to 11 years.

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Description of the childminding

The childminder is a member of the National Childminding Association. She holds the Nursery Nursing Examination Board certificate and a Foundation degree in early years. The childminder is accredited with 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 make good progress in their learning because the childminder effectively supports all of the children in her care. Arrangements to monitor and assess the children's learning and development are well organised and effective systems are in place to promote children's welfare. The childminder customarily works in partnership with parents and robust systems are in place to work in partnership with others. The childminder's capacity to maintain continuous improvement is strong.

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further?

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

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further?

 involve parents in the on-going observation and assessment process in order to keep them informed about their children's progress and learning  develop a systematic and routine approach to using information gathered through observations to inform planning.

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the early years provision

The childminder has a good knowledge of the signs and symptoms of abuse and has devised a clear and concise policy for safeguarding children. Adults living in her home are suitable to be in contact with children and visitors are not left alone with the children. The childminder is vigilant in promoting safety and risk assessments are used as working documents. These cover all areas of her home to be assessed. For example, the entrance to the building is not secure so the childminder eliminates this risk by securing the entrance to her home with a safety This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 chain and bolt to the top of the door. All fire prevention equipment is in place and the emergency procedures are available. These are practised and recorded along with any issues arising. As a result, children are secure on the premises.

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the early years provision

The childminder is very motivated to seek further improvement and has good systems in place to monitor her provision. For example, the childminder assesses her setting through self-evaluation, as a result of this she has devised parent questionnaires to ask for their opinions. Children also have good opportunities to share in the decision making procedures. For example, they are involved in choosing the resources they want play with in the setting. Partnerships with parents are well established. They are kept informed about their children's achievements; however, parents are not encouraged to share in the observation and assessment process, limiting their involvement.

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the early years provision

The childminder constantly makes sure children have enough space to move around and access the resources available. Toys and equipment are fit for their purpose, age-appropriate and offer enough challenge. As a result, children are motivated and interested in what is available. The childminder actively promotes equality and diversity and children freely access resources that positively reflect and promote the diversity of the wider world. The childminder shows a strong commitment to improving her knowledge. She has accessed a wealth of training programmes and workshops and has successfully achieved higher learning. The impact of her professional development is apparent in the development of the children in her care. The childminder also maintains her first aid certificate by attending current paediatric training. She is highly committed to working in partnership with others. She has devised systems to effectively liaise with other

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the early years provision

providers of the Early Years Foundation Stage and uses them to ensure the progression and continuity of the children's learning and care. She is well established in the community as a lead childminder and runs a childminder drop-in service at the local Sure Start centre. As a result, children experience a rich and varied environment.

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and outcomes for children

The childminder has a good knowledge of the Early Years Foundation Stage and effectively supports the children by providing an enjoyable and challenging learning environment. As a result, children are making good progress in their development. Children enjoy playing with the train set and use language imaginatively to recreate their own experiences. For example, younger children make the sound of the vehicles, whilst those who are older become engrossed in their play and talk about what they are doing. Children have good opportunities to mark make and listen to stories. They are encouraged to develop problem solving, reasoning and numeracy throughout the day. At lunch time they are asked what shape they would like their sandwich and count the pieces. This means children are able to name shapes, such as triangle and square and confidently count to four. This area of learning is further promoted through resources, such as

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and outcomes for children

interlocking and inset puzzles. Children reason how each piece fits to complete the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 puzzles. The opportunities provided for children to explore the world around them are good. They easily access the mechanical toys to learn how things work and high tech computerised programmes are provided for the children to advance their knowledge in this area. Children constantly make choices and decisions about their play. They happily play with the small-world play people and the attachments, such as wheelchairs. Children also have easy access to books, puzzles and puppets that positively represent race, disability and religion, helping children learn about similarities and differences.

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and outcomes for children

Children develop their physical skills through visits to the park where they access the larger apparatus, such as swings, slides and climbing frames. Indoors children have access to small and large construction toys and thoroughly enjoy building with them, so much so that they request that the childminder does not disassemble their creation. The childminder provides well balanced play experiences for the children that are mostly based on their interests. For example, children's interest in transport is sufficiently extended to bus rides to the local town. The activity is also linked to the observations she completes. However, observations of children's spontaneous play are not completed, limiting the information the childminder gathers to focus planning on individual next steps in learning.

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and outcomes for children

Children are secure and have a strong sense of belonging, they are involved in devising the house rules and help those younger than themselves with tasks and activities. Children learn about trip hazard by helping to clear away the toys and learn about road safety through discussions during their regular outings. Therefore, children are secure and confident in the setting, due to the well- established routines. Children are beginning to show an understanding about healthy lifestyles and follow appropriate personal hygiene routines. Lunch time is a social occasion where the children learn about table manners and enjoy a well- balanced meal. All children are happy and have good levels of self-esteem. They have a good relationship with the childminder and each other. As a result, children are active, inquisitive and independent learners. 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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