Childminder in Kirklees

Inspection date

Previous inspection date 19/11/2012 09/04/2010

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early years provision

This inspection: 3 Previous inspection: 2 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder works closely together with her assistants, establishing effective teamwork to divide up tasks to support the children's well-being, learning and development.  The childminder has a sound understanding of the learning and development requirements and how to ensure children's learning is playful.  The environment is well resourced to promote children's choice and independence.

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It is not yet good because

 Insufficient information is gathered from parents at the start of the placement to meet the requirements of the Early Years Foundation Stage and to ensure that children's individual learning and development needs are identified and met.  Care practices with regard to children's understanding of some personal hygiene routines are poor.

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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 talked with the childminder and her assistant.

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Inspection activities

 The inspector observed care practices and opportunities for children's learning and development.  The inspector interacted with the children during the inspection.

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Inspection activities

 The inspector looked at relevant documentation, such as the childminder's self- evaluation form, children's profiles and daily records.

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Information about the setting

The childminder was registered in 1993. She lives with her partner and adult son in Mirfield. She is assisted by her partner and son and one other adult. There are schools, shops, parks and access to public transport in the local area. The whole ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The family has a cat, a guinea pig, four mice, two budgerigars and nine chickens. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are six children on roll, three of whom are in the early years age range.

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Information about the setting

The childminder walks to local schools to take and collect children. She is a member of the National Childminding Association.

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must:

 improve partnerships with parents prior to children starting the placement so that there is a full knowledge of their individual needs and agreement about how these will be met; in particular, ensure the settling-in process enables children to form secure attachments  record the following information for each child in your care: full name; date of birth; name and address of every parent and/or carer (and information about any other person who has parental responsibility for the child); which parent(s) and/or carers the child normally lives with; and emergency contact details for parents and/or carers.

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

 obtain further information from parents about what children can do upon entry to the setting, to help form the starting points for their learning and development

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

 develop children's knowledge of how to keep themselves healthy through consistent care practices with regard to hand washing.

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who attend

Children's learning is supported effectively, through a well-organised and well-resourced environment. They learn through play at an individual pace that suits each child and the childminder knows when it is appropriate to join in and when to stand back and observe. Opportunities for children's development in the prime areas help them get ready for the next steps in their learning. For example, children attending other settings are confident and sociable, skilfully managing some of their physical needs, such as when they put their shoes and coats on. Children's language is developing well, with the childminder and her assistant engaging in conversation and asking open questions, which encourage children to think for themselves. Children confidently talk about events in their own lives and the childminder takes an interest in what they say. The childminder responds promptly to younger children's non-verbal cues, such as when they feel tired and she helps them

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who attend

understand their physical needs for rest. She sensitively settles them for a sleep and reads a story with their favourite book. Children learn to care for living things as they help to care for the childminder's pets. Toy storage is organised so that children can see or reach what they need, helping them to make decisions.

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who attend

The childminder knows how to assess each child's development and she has a sound understanding of the progress they are making within each area of learning, with knowledge of the need to implement the required progress check at age two. Initial written information from parents usually highlights children's routines and preferences, but details about their learning and development are not fully obtained to assist with starting points upon entry to the setting. Parents are kept well informed about their children's progress through daily diaries, conversations and newsletters.

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

Children are content in the childminder's care and she works well with her registered assistant to divide up the tasks and ensure there are opportunities for giving children individual attention. Children develop a satisfactory understanding of how to keep themselves safe and how to manage risks in their environment through discussion. For example, the childminder reminds them not to reach up to the high shelf and gives explanations about why this might not be safe. Children know why they wear fluorescent vests when walking to and from school. Children are well-prepared for their transition to school through the childminder establishing effective links and through her teaching them self-help skills and independence in the routine.

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

Children have some understanding of a healthy lifestyle and they have plenty of opportunities for fresh air and exercise. However, care practices do not sufficiently promote children's understanding of personal hygiene and how to keep themselves healthy. For example, although children have separate towels in the bathroom, they are not encouraged to wash their hands at important times, such as after nappy changes and before eating snacks and meals. Children eat a balanced diet and the childminder knows their favourite foods and individual dietary needs. The childminder enables children to make simple choices, such as what they would like for snack and what they want to drink. Children's water bottles are stored within their reach with posters and images encouraging them to drink frequently.

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

Children are learning secure boundaries for behaviour and they develop a sound awareness of the needs of others. Children behave well and they respond positively to the praise and encouragement which is frequently given and the childminder uses age- appropriate strategies, such as distraction, to prevent unwanted behaviour. Children use lovely manners, such as at mealtimes and this is unprompted.

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provision

The childminder has a sound understanding of her role and she knows how to recognise the signs of possible abuse to children. 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 anyone unauthorised. The childminder's assistants understand the safeguarding procedures that ensure children are protected from harm.

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provision

The childminder is committed to ensuring her professional knowledge and skills are up-to- date so that children learn and develop through play. Self-evaluation systems are regularly reviewed to help the childminder to monitor practice and the quality of the children's experiences. The childminder seeks parents' views where possible through questionnaires. She reflects on her practice making improvements she feels may enhance the quality of the provision. For example, she has amended documents, such as requesting permission to seek permission to seek emergency medical advice or treatment if necessary. However, partnership with parents is not strong enough to ensure that children's individual medical and dietary needs are known and met on entry to the childminder's care. In addition, the childminder does not always obtain the required information from parents, such as their name, address and date of birth. These are breaches of the safeguarding and welfare

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provision

requirements. The childminder has positive relationships with others who have responsibility for children, such as other settings they may attend, to enhance their learning and development opportunities.

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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 310902 Local authority Kirklees Inspection number 887096 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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