Childminder in Kirklees

Inspection report for early years provision

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Unique reference number EY432872 Inspection date 17/05/2012 Inspector Catherine Curl

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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 2011 and lives with her partner and child aged two years old in Liversedge. The premises are within easy reach of public transport, shops, parks, schools and community resources. The whole of the ground and first floors of the home are used for childminding purposes. There is a fully enclosed outdoor play area to the rear of the property. The family have a pet dog. The childminder is able to take and collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register to care for a maximum of five children under eight years at any one time, of whom, no more than two may be in the early years age range and of whom, no more than one may be under one year old. There are currently four children on roll, two of whom are in the early years age range. They attend on a part-time basis. She also offers care to children aged five to 11 years. The childminder has achieved a National Vocational Qualification at Level 3 in Childcare and Education.

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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, homely and well-resourced environment for children. Overall, an in-depth knowledge of children's welfare and development provides them with good levels of challenge. Consequently, children make good progress in their learning. A proactive approach to partnerships with parents and other providers, places children at the centre of the practice. Safe management of the setting and generally good documentation effectively promotes children's safety. Developing self-evaluation shows a commitment to further improving outcomes for all children.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 create a record of risk assessments undertaken in relation to outings (Safeguarding and promoting children's welfare). 31/05/2012

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further?

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

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further?

 develop further effective assessment for learning that involves analysing and reviewing what you know about each child's development and learning, to then make informed decisions about children's progress and plan their next This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 steps.

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the early years provision

Comprehensive knowledge of local safeguarding policies, along with effective procedures to manage any concerns ensures children are protected in the setting. The premises are well maintained and secure. The childminder carries out regular checks to ensure the safety of children. There are detailed written risk assessments of the premises. These identify potential hazards and the childminder takes action to minimise risks to children, both indoor and outside. This means that children are kept safe and they can freely explore the environment. The childminder also considers children's safety on outings. She has developed an 'outings bag', which she takes each time she leaves the premises with children. This includes a first aid kit, so that she can deal with any accidents, and contact details to ensure that parents can be contacted in the event of an emergency. However, she has not created a record of her risk assessments of outings. This is a

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the early years provision

The childminder has a good understanding of children's development and uses this to provide children with good levels of challenge appropriate to their age and stage of development. Good partnerships with parents provide children with care, which meets their individual needs. A commitment to improving outcomes for children drives the childminder to develop her skills and knowledge. For example, she has attended training to update her safeguarding knowledge. She understands the benefits of continuous improvement and reflects critically on her provision. She has developed a rich and varied environment, which is well organised. She provides a wide range of resources that are accessible to all. This builds their confidence and fosters a positive attitude to learning, which promotes independence and equal opportunities for all. The childminder is fully committed to partnership working, in order to identify needs and support children's learning. She has worked with the

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the early years provision

local authority, in order to develop her 'all about me' forms. She uses these to discuss children's starting points with parents. She is fully committed to developing partnerships with other providers. This ensures that all children's needs are met and supports their progress, so that they achieve their full potential. For example, she is proactive in developing relationships with schools, in order to provide continuity of care for children.

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and outcomes for children

Children's understanding of dangers and how to stay safe on outings is enhanced because the childminder teaches them about road safety. She teaches them to find a safe place to cross and look both ways for traffic. Children behave in ways that are safe for themselves and others on the stairs. For example, they hold the rail or sit down to prevent falls. They learn to use tools safely because the childminder provides scissors for them to use in play dough and craft activities. She teaches them to use knives safely at snack time as she encourages them to spread their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 cheese onto crackers. Children develop a broad range of physical skills as they safely move around the home and use equipment. When visiting the park, there are opportunities to burn off energy. They move freely in a larger space and develop a range of skills. For example, they climb on the climbing frame or up the

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and outcomes for children

slide. This means that children feel the benefits of being healthy and active. The childminder provides home-made meals and promotes healthy eating. She teaches children about growth and health through activities, such as growing vegetables. The childminder plants seeds with the children, such as lettuce and potatoes. Children take responsibility for watering the vegetables and also learn about time in an imaginative way as these grow.

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and outcomes for children

The childminder observes children in their play and skilfully supports them to develop ideas and solve problems. For example, during a craft activity, the childminder helps children to think how they can fix arms to their model when glue is not suitable. She uses detailed observations to provide effective activities. Consequently, children are making good progress in their learning. The childminder monitors children's progress. However, her assessment is based solely on her formal observations of children. She does not include her professional knowledge or parents' comments. This means that the current system is time consuming and does not clearly reflect children's capabilities. The childminder develops relationships with children and communicates effectively with them. For example, she talks to children to get their attention before an activity, which teaches them early communication skills. She uses action rhymes and songs, which children

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and outcomes for children

enjoy to support their learning. For example, when she sings 'Round and Round the Garden,' children experience a circle shape as she traces her finger on their palm. The childminder has noted a new skill of clapping that children have acquired. She sings 'Wind the Bobbin Up'. Children demonstrate their enjoyment and understanding as they join in the song by clapping. When they respond to songs, children develop early reading skills. Children's early writing skills are creatively supported as the childminder provides opportunities to make marks in a variety of ways. For example, children use brushes and plastic tools to make patterns in gloop. Creating these patterns develops early writing skills. The use of toy computers and lift the flap books effectively supports children to develop their skills in using information and communication technology.

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and outcomes for children

Children have daily opportunities to take on responsibilities in the setting, which promotes their well-being. For example, children wipe the table after creative activities and before snack time. She encourages children to tidy away toys when they have finished playing, which teaches them to care for the environment. The childminder uses children's motivation to explore and discover to provide positive images that reflect the diverse nature of society. Children can self-select from a range of books, which prompt discussion. They begin to understand diversity and value difference. For example, she includes books that deal with feelings and behaviours. Also those that explore disability and looks at cultural and social diversity. These discussions help children to effectively learn about different aspects of their own and other people's lives. 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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