Childminder in Wakefield

Inspection date

Previous inspection date 27/09/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The educational programme offers a good range of activities, indoors and outdoors, based upon children's personal interests, needs and stage of development.  The childminder has a secure knowledge of how to promote the learning and development of young children.  Care practices help children feel emotionally secure, promoting their independence and well-being.  Self-evaluation effectively identifies strengths and targets areas for improvement.

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It is not yet outstanding because

 Parents do not yet fully contribute to the assessment process with their own information about their child's progress and development.  Systems for reviewing children's progress at age two are not yet fully established.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed care practices and children's learning and development.  The inspector looked at all premises, toys and equipment that children use.  The inspector talked to the childminder and the children.

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Inspection activities

 The inspector looked at relevant documentation, including children's records, daily recording documentation, the childminder's self-evaluation and parent questionnaires.

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Information about the setting

The childminder lives with her partner and two children aged three and one in Sandal, close to Wakefield. She uses all of her downstairs rooms for childminding. The garden is accessible to children for outside play.

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Information about the setting

The childminder is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. There is one child on roll, in the early years age range. The childminder is a member of the National Childminding Association.

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To further improve the quality of the early years provision the provider should:

 help parents to share more information about their child's learning and development so that they can contribute to the assessment process.

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To further improve the quality of the early years provision the provider should:

 agree with parents when will be the most useful point for reviewing children's progress at age two, in order to provide a short, written summary of their child's development in the prime areas.

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who attend

The environment is well organised with good quality resources readily accessible to support children's learning in all areas. Children learn how to experiment with different textures and materials, such as those in the treasure basket, paint, collage, rice and pasta. The childminder facilitates children's learning at an individual pace that suits each child and she understands their personal interests. She successfully builds upon information gained through observation to plan relevant learning opportunities. For example, she knows that children enjoy football and so she helps them to develop their physical skills through attending a football club. Where children are interested in vehicles and machinery, the childminder arranges a visit to a museum to explore such objects that capture their interest, inspire their imagination and engage them in learning. Other well planned outings help children to understand the world, such as visits to local places to

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who attend

The childminder knows how to assess each child's development and she understands the progress they are making within each area of learning, although the timing of the progress check at age two is not yet agreed with parents. Effective strategies promote children's learning in the prime areas and the childminder identifies gaps and adapts opportunities where they may need extra support. Children progress well towards the early learning goals over a period of time given their starting points. Communication and language is given high priority and the childminder models new words and vocabulary for children. Plenty of conversation takes place and the childminder speaks clearly to children, repeating and reinforcing language and checking understanding. Children are confident to make their needs known to the childminder and she responds promptly.

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who attend

The childminder encourages parents to share information about their child, although they do not add to their children's development records to assist with starting points or further planning. Conversations about children's progress take place daily and parents feel well- informed. Initial written information from parents highlights children's routines and preferences, but details about their learning and development are not as comprehensive.

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who attend

Children demonstrate increasing levels of independence in self-care and in confidence. They recognise when they feel tired and they are secure in the familiar routine of the day. The childminder consults with children about their physical needs, such as if they need to go to bed or have a clean nappy, skilfully helping them to contribute to their health and self-care.

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The contribution of the early years provision to the well-being of children

Children are content and settled in the childminder's care and she divides her time up well to ensure plenty of opportunities for individual attention. The childminder spends time observing and assessing children's needs and they are forming appropriate bonds and attachments. She understands the importance of children's attachment objects, such as special soft toys and ensures these are within reach at times of need. Children's emotional security is fostered well through the childminder being observant of them throughout the day.

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The contribution of the early years provision to the well-being of children

Children develop an understanding of how to keep themselves safe and how to manage risks in their environment. For example, the childminder reminds them that they must take care not to slip on the rice when they are playing with it and why they need to pick up the bricks after they have played with them.

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The contribution of the early years provision to the well-being of children

Children are learning secure boundaries for acceptable behaviour and they develop good awareness of the needs of others, through sensitive discussion and explanations. For example, the childminder explains about other people's feelings when encouraging children to share toys. Praise and encouragement given to children reinforces expected behaviour and the childminder is calm and patient in her approach. Children are encouraged to use manners in their routine, such as saying 'please' at the lunch table. Effective strategies help to minimise unwanted behaviour through the childminder leading by example and diverting children's attention if necessary.

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provision

The childminder clearly understands her role and she knows how to protect the children in her care. For example, safeguarding procedures are clear so the childminder can promptly pass on any concerns or allegations about a child's welfare to relevant agencies. Risk assessments are carried out to ensure that the premises are secure and safe and the childminder has clear procedures so that children cannot be collected by any unauthorised person.

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provision

The childminder is committed to providing high quality, inclusive care for children in which they can learn and develop through play. Self-evaluation systems help the childminder to monitor practice and the quality of the children's experiences. The childminder also seeks peer support from other professionals, attending childminder groups and working closely with the local authority.

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provision

Practice ideas are shared with other childminders to enhance children's learning. This results in well targeted plans for improvement. For example, the childminder identifies additional training requirements and the need to expand some toys and resources. Parents' views are sought through the completion of questionnaires and they express high levels of satisfaction with all aspects of the service. They describe the childminder as 'exceptionally friendly' and consider their child has 'excellent standards of care'.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY405361 Local authority Wakefield Inspection number 778674 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 1

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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