Childminder in Wakefield

Inspection report for early years provision

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Unique reference number 321944 Inspection date 28/05/2012 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 1994. She lives with her husband and two adult children in Wakefield. The whole ground floor of the property is used for childminding and 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.

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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 three children on roll 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 11 years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register.

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Description of the childminding

The childminder supports children with special educational needs and/or disabilities. 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 mostly positive attitude towards continued improvement. She has involved parents in her procedure for evaluating the quality of her provision and demonstrates a clear understanding of areas that would benefit from improvement. Space is used very effectively and she is committed to working in partnership with parents, local schools and other early years providers. All children are included and their individual needs are met. 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?

 provide opportunities for children to learn about the benefits of recycling  provide opportunities for children to be involved in the self-evaluation process.

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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 visitors book is maintained, and written procedures are in place in the event of lost or uncollected children and safeguarding. Parents receive a copy of all This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 policies and procedures when their children start. All required documentation is in place and clear risk 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 others, and this ensures that she continues to meet children's individual needs very effectively. For example, for children starting full-time school, she created a photograph album of her setting and familiar faces to reassure them that she was still there for the school holidays. This in particular helps children who need the reassurance of a familiar daily routine. The childminder has successfully evaluated her provision and its impact on children's learning and well-being, and she is aware of her strengths and areas that can be improved. She also provides opportunities for parents to be involved through questionnaires. However, there are no opportunities for children to contribute to this. The childminder has attended a variety of training courses to ensure continued improvement and personal development. These have had a positive impact on improving outcomes for

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the early years provision

The childminder demonstrates that she knows the children very well. She supports their learning through a good range of activities and play opportunities. Systems for planning, observation and assessment are well developed. Children's progress is well recorded 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. Inclusive practice is promoted by the childminder. For example, she provides resources and activities that introduce children to diversity, such as learning about Chinese New Year and visiting cultural museums where they dress up in clothes from different countries. Resources are well displayed around the play area within easy reach of children to encourage their free exploration and choice. The childminder supports children with special educational needs and/or disabilities

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the early years provision

effectively by working closely with others involved in their care and education. She also works with parents and schools to ensure children learn strategies to help manage how they are feeling.

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and outcomes for children

Good health and well-being are very well promoted by the childminder. For example, she wears disposable gloves when changing nappies and provides children with individual hand towels to help reduce the risk of cross-infection. When asked why they wash their hands children reply 'to get the germs off,' and they are very good at covering their mouth when the sneeze or cough. 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 well-balanced, nutritious meals. They also learn to plant and grow and are measuring tomato plants that they are tending. Children are encouraged to be active through a range of activities that promote physical exercise. For example, they visit parks where they use large play equipment, they enjoy ball games and they dance and exercise to music.

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children behave in ways that are safe for themselves and others, and are learning to develop a good understanding of dangers and how to stay safe through their daily routine and activities. For example, they are included in emergency evacuation practice and they talk about stranger danger and staying safe near roads and water. Children show they feel safe as they freely explore their environment and in the way they interact with the childminder. They are very well behaved and have developed a strong relationship with her, which gives them the confidence to make decisions. For example, they decide what they want to do and what they want to eat. The childminder shows a lot of interest in what children are doing. She times her intervention well and thorough this supports children's learning. She guides them through good prompting and simple questions that help

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and outcomes for children

them to think about what they are doing. Children make good progress in communicating, literacy, numeracy, and information and communication technology. They are active, inquisitive and independent learners. Children's knowledge and understanding of the world is promoted well. However, they have limited opportunity to learn about the benefits of recycling.

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and outcomes for children

Chidlren help to fill the paddling pool with a range of different vessels, which they enjoy filling from an outside tap. They pour carefully and hold their hands out as the childminder pours fast. They show great enjoyment as the water falls through their fingers. The childminder asks if they want to water the plants because they are thirsty, and extends this by reminding children that they need drinks too because it is very hot. This helps them to understand the importance of keeping healthy. Children are very independent and move around the environment with confidence. They are friendly towards each other and the older children happily help the younger ones. For example, helping them to hold a watering can as they water the flowers. Children become immersed in role play as they bath a baby together, and the older ones explain that they are washing sun cream out of its eyes, displaying a good disposition towards caring for others. Children are

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and outcomes for children

encouraged to extend their vocabulary as the childminder introduces single new words. They repeat the words and make up their own small sentences. The childminder introduces colours and numbers into a game and children name the red, green, yellow and blue balls. They are then encouraged to get two blue ones out, and the older children confidently count up the ten with support, showing a good grasp of early calculation. 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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