Childminder in Kirklees

Inspection date

Previous inspection date 12/11/2012 23/05/2012

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 Educational programs do not provide challenge or support children's progression onto the next stage of learning. The childminder's poor knowledge of the Early Years Foundation Stage areas of learning means that observations and assessment are not used effectively to inform planning.  Children's safety and well-being is not maintained because the childminder is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Health and welfare is not effectively promoted, which means that children are not developing an understanding of how to keep themselves safe and healthy overall.  Parents are not involved in monitoring of the provision or in planning for children's learning. Their knowledge about children's learning at home is not used to support educational programmes, resulting in planning that does not target children's interests or meet their individual needs.  Children cannot access resources, so they are unable to follow their interests or make

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This provision is inadequate

choices, because available space is not suitably arranged to promote independent exploration.

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It has the following strengths

 Practitioners work well together, ensuring children benefit from their individual skills, such as preparation of home cooked meals.

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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 introduced herself to the lead childminder.  The inspector discussed the plan for the inspection.

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Inspection activities

 The inspector asked the childminder questions at appropriate times throughout the inspection.  The inspector observed the children in the main room used for childminding.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She co-childminds with two other childminders, in her parent's home in Huddersfield. The whole of the ground floor and first floor bathroom are used for childminding. There is an enclosed front garden for outdoor play.

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Information about the setting

The childminder has completed basic training including first aid. She regularly attends a playgroup at the local Salvation Army centre and visits the local park on a regular basis. The childminder is a member of the National Childminding Association and receives support from the local authority.

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Information about the setting

There are currently five children on roll, all of whom are in the early years age group. They attend for a variety of sessions. She is open all year round from 8am to 5pm.

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must:

 increase knowledge and understanding of the Early Years Foundation Stage learning and development requirements, to ensure observations and assessments are used in planning and educational programmes provided, help children make good progress across all areas of learning  improve overall knowledge and understanding of the Statutory Framework for the Early Years Foundation Stage and use it effectively to meet children's safeguarding and welfare needs  improve monitoring and assessment of children's progress, including the Early Years Foundation Stage progress check for two year olds, where applicable  develop care practices that meet the individual needs of all children, particularly with regard to accessing drinking water at all times and providing suitable areas for children who need to rest or sleep  obtain written parental permission for each occasion that medicine is administered and for children to participate in outings

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must:

 seek the views of children, parents and other adults in the setting, to ensure weaknesses are effectively identified and appropriate action is taken to improve the provision for its users  improve the engagement of parents to promote their understanding of the stages of development and learning, enabling them to make informed judgements about children's next steps, such as the progression from a bottle to a cup with a lid.

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

 arrange indoor and outdoor spaces effectively to ensure children can easily access all resources, so that they can explore and investigate independently.

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who attend

An insufficient knowledge of the Early Years Foundation Stage means learning and development activities are not planned effectively enough to maintain children's attention or extend their learning. For example, during story time, the book chosen by the childminder was not appropriate for the ages of all the children and they soon lost interest and started climbing on the furniture. The childminder has yet to implement any systems for identifying next steps and using planning to ensure children make sufficient progress in their learning. The absence of documented learning journeys means that it is not possible to see how much progress children have made during their time in the setting, or how their activities relate to the seven areas of learning. However, the childminder is knowledgeable about some of the children's current interests and adult-led activities sometimes engage their natural curiosity, such as making collage with collected leaves

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who attend

Children's language and listening skills are not effectively promoted. Although children do listen when they are in small numbers such as just two of them, this is not the case in a group. They all talk at the same time and it is not clear what any of them are saying. There are no prompts for them to take turns or listen to each other. The childminder says she understands the children, but often the physical gestures and attempts at spoken language by the youngest children, are ignored. When attempts are acknowledged, the childminder does not try to ascertain what the children are trying to say. During story time, questions are aimed at children with the best levels of spoken language and the book is not used effectively to support the language of children who are pre-verbal. Nevertheless, children's language generally, is developing in line with the expectations for their age through regular conversations during activities, such as dressing-up.

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who attend

Information about the Early Years Foundation Stage learning and development requirements is not effectively shared with parents, which means that they do not have enough knowledge to make informed judgments about the quality of learning provided by the childminder. Parents are not actively involved in assessing children's learning, planning for children's next steps or in completing any learning journeys, which means that parent's knowledge and children's experiences at home, are not being used sufficiently to support children's learning and development. The lack of planning means that educational programmes are not effective in providing children with sufficient challenge or helping them make the most of the activities provided.

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

Settling-in procedures ensure children's emotional well-being is adequately supported during transitions. The childminder's regular outings to the local Salvation Army playgroup, helps children to develop confidence and independence in situations away from their main care setting. This helps them to prepare for the next big step in their life, which is normally starting at the local primary school. Children's behaviour is managed but there are no explanations as to why they should not take the toys off each other, share or be kind to each other. The premises are currently under renovation, which the childminder has effectively risk assessed and put measures in place to keep children safe. However, because of this, children are not able to enjoy free flow play and their access to resources is restricted. Due to lack of planning, most resources are stored in rooms which the children are not able to access and those in the room they are using, are often kept out of reach. For

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

example, crayons, paper and glue are stored on a high mantelpiece. This means that children are not able to choose their own resources or explore independently. The resources available are not always stimulating enough to maintain their interest or challenge their learning. For example, the few books in the room the children are using are not chosen to focus on children's interests and are not all age appropriate.

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

The childminder obtains information from parents about children's likes and dislikes, their dietary needs and individual routines. However, through discussion it was clear that the childminder does not always use this information to ensure children's health and well- being is maintained. One example of this was the childminder's lack of awareness of a child's food intolerance, even though it is identified in their personal record. The childminder is knowledgeable about children's individual routines with regard to rest and sleep. However, the renovation of the building means that the space available for childminding is restricted to one room, which is used for children to play, eat and sleep. Because of this, when they are tired there are no quiet areas for them to relax, which results in their need for rest and sleep not being adequately met.

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

Children are developing suitable self-care skills as they demonstrate independence in using the toilet and dressing themselves. Hand washing routines help to promote their understanding of personal hygiene. There is enough focus on outdoor activities and play to promote children's physical development, with regular walks and trips to the large play equipment at the local park.

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

Children enjoy meals which are home cooked and the displayed menu gives parents information about the food children are offered. Fruit is offered at snack time so children are beginning to make some choices that contribute to their overall health and well-being. However, drinks are not readily available, which means that they cannot easily access a drink if they are thirsty. Drinks are supplied at meals and snack times and when they are, most children are given diluted juice in baby bottles with plastic teats. This does not promote children's growing independence or support their progression on to the next stage of development, such as using a cup with a lid.

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provision

The childminder accesses essential training such as first aid. However, she has yet to start using self-assessment and the training she accesses is because of statutory requirement, rather than identified needs. Users of the provision are not actively involved in any monitoring process, which means that the childminder does not know if the service she provides reflects their views or wishes. The lack of monitoring means that weaknesses in practice are not identified and areas for improvement which have been previously highlighted, have not been addressed. This means that the childminder is not implementing changes effectively enough to improve the provision for children.

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provision

Effective assessment of children's progress has not yet been established, including the Early Years Foundation Stage progress check for two year olds. Information and training supplied by the local authority childcare development team has not yet been put into practice. Because of the lack of assessment, children's progress is not efficiently monitored and next steps in their learning are not identified, which means that educational programmes are not targeted to meet their individual needs or interests.

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provision

The childminder does not have a comprehensive knowledge of her responsibilities under the Statutory Framework for the Early Years Foundation Stage safeguarding and welfare requirements. Written parental permission has not been obtained for the administering of each medicine, which is also a breach of the Childcare Register requirements, or for children to participate in outings, which means that children's safety is not effectively maintained at all times. She is however, aware of the procedures to follow should she have concerns about a child and this contributes to keeping them safe. The premises are risk assessed and this ensures children are kept safe whilst in the setting.

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provision

The childminder has positive relationships with parents and information about children's time with her is shared through daily discussion, but because she does not actively involve parents in the evaluation of or planning for children's learning and development; it is not possible to see how any feedback from discussions is used to inform educational programmes. Assessment of children's development is not robust enough to present other providers with enough information to ensure children receive appropriate interventions and support.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep records of any medicine administered to any child who is cared for on the premises, including the date and circumstances and who administered it, including medicine which the child is permitted to self-administer, together with a record of parent/guardian/carer's consent (Records to be kept) (Both parts of the Childcare Register).  take action as specified above (Records to be kept).

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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 EY419363 Local authority Kirklees Inspection number 886487 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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