Childminder in Calderdale

Inspection date

Previous inspection date 03/10/2012 13/02/2009

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early years provision

This inspection: 3 Previous inspection: 3 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 3

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This provision is satisfactory

 The childminder uses consistent language with all children throughout activities, supporting their communication skills well.  The childminder listens to children, supporting their confidence and wellbeing and she uses praise and reassurance, enabling children to feel secure.  Children are forming positive relationships with the childminder and other children, because they are all appropriately included in group activities.  The childminder demonstrates some strong skills in keeping children interested and motivated, resulting in children developing appropriately in their learning and having fun.

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It is not yet good because

 Children's learning records do no yet provide enough information about how observations are used, to make clear plans to fully maximise children's learning across the seven areas of learning.  Opportunities for children to extend their learning about different communities and lifestyles have not yet been fully explored.

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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 activities in the two main rooms used for childminding.

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Inspection activities

 The inspector spoke with the childminder at regular intervals throughout the inspection, made observations and spoke to children present.  Documentation sampled, included learning records, policies and procedures.

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Inspection activities

 The inspector took account of the views of parents through talking to one parent on the day.

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Information about the setting

The childminder has been registered since 1998. She lives in a detached house in the Salterhebble area of Halifax. She lives with her husband and three adult children. One of her adult children works at times as an assistant. The ground floor of the home is used for childminding purposes. There is a fully enclosed yard and garden area for outdoor play.

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Information about the setting

The childminder is currently caring for 14 children, of whom, eight are under eight years and eight children are in the early years age range. They attend on a full and part time basis. The provision is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder has links with other early years provisions.

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must:

 assess each child's progress consistently across the seven areas of learning, using the information gathered, to plan clearly the next steps in their learning.

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

 develop children's learning about people and communities, through providing further opportunities to celebrate community events and through extending positive images about diversity within the environment.

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who attend

The childminder has an appropriate knowledge of the seven areas of learning to promote progress and children are progressing towards the early learning goals as expected for their age and stage of development. The childminder verbally demonstrates her appropriate knowledge of children's individual development stages and their progression during activities. However, this is not fully reflected in the photographic learning journals. For example, the observations are not consistently used to plan children's next steps in learning and to clearly demonstrate how they have progressed. The journals do provide an interesting record of children's activities and there is a development tracker, which is developing appropriately to support children. The childminder has not yet implemented the progress check at age 24 to 36 months, because the children in this age range have only recently turned two. Parents are involved in their children's learning appropriately,

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who attend

through regular discussion and sharing development records. This enables both parties to keep up-to-date with progress and make suggestions.

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who attend

The childminder has some strong skills in supporting children's learning and keeping them all interested. This is because she listens to them and uses opportunities to support them. For example, she repeats the names of colours, and encourages counting. She uses aspects of effective learning, by encouraging children to explore the resources in the environment and to think for themselves, such as, about how the shapes fit in to the box. Children are starting to understand quantities and they demonstrate this when the childminder asks them to find one and two objects. Children's language development is encouraged at all times during activities and the children have suitable opportunities to make marks and enjoy physical games. For example, hiding under the blanket and use movement during singing. Children are starting to learn to recognise print has meaning, through playing games, such as finding the picture of the dog. The childminder supports

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who attend

the children's learning appropriately by pointing to the letter and repeating the word. Children have opportunities for learning about different communities on outings to local groups and through listening to stories and freely exploring books. They celebrate some festivals, such as Chinese New Year, but children's learning in this area, although developing suitably, is not yet maximised in this area and the organisation of visual imagery to support children's learning about diversity is less well resourced. Children start to understand technology appropriately as they explore toy phones and learn to operate simple equipment by pressing buttons and turning dials.

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

Children feel secure within the environment because the childminder includes all children in activities well. The childminder forms successful and strong bonds with children through her interactions. This results in, happy smiling children. She praises children through activities, for example, when they achieve a task and after sharing a toy with another child. This helps children learn clear boundaries and their behaviour is good. Children are learning to cooperate with each other. For example, they all join in an activity that involves holding a blanket and hiding under it. They laugh loudly as they happily communicate their excitement.

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

Children are developing a good understanding of healthy lifestyles with regular outdoor activities, such as developing balancing skills on the seesaw and learning to throw and catch a ball. Children eat a range of healthy snacks, such as fruit. Children are presented with many opportunities to demonstrate developing independence skills, such as persevering with fitting jigsaws together and choosing activities. Transitions to other provisions are becoming well established to effectively support children's well-being. Children attend toddler groups and trips to schools to collect other children and on outings into the community.

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provision

The safeguarding and welfare requirements are met well, resulting in children's safety being consistently promoted. The childminder is suitably aware of the learning and development requirements to support children appropriately overall. She demonstrates a positive approach to updating her provision. For example, she has worked hard to develop her skills to support children's learning, by using observation opportunities during activities to encourage language skills consistently. She uses questions at the right time to extend learning about colours and counting. However, this is not reflected in written observations and plans for children's future learning across all the areas of learning is not consistently maintained. Written risk assessments have been introduced, to monitor safety, which are effective. The systems for self-evaluation are adequatly maintained to ensure that all aspects of the provision are equally evaluated.

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provision

The childminder forms positive relationships with parents, sharing daily routines and learning journals. Sampling of a parental view demonstrates positive comments regarding the service provided, such as helping children progress from using a bottle to a cup successfully. Children benefit appropriately through continuity because there is shared information between parents and other provisions, to support children's needs and establish a firm foundation for appropriate learning in the future, such as their ongoing care needs and learning progression.

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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 303564 Local authority Calderdale Inspection number 818690 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 14

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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