Marsh, Kayleigh Michelle

Inspection date

Previous inspection date 11/01/2013 Not Applicable

p.1

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

p.1

This provision is good

 The childminder provides a homely environment that is warm and welcoming. A good range of resources are provided which meet children's individual needs and current motivations.  The childminder has a very good knowledge of child development. She effectively promotes children's learning through good communication and interactions and so they make good progress.  Children's personal, social and emotional development is well supported. The childminder implements effective procedures to promote the health, safety and well- being of the children in her care.  Partnerships with parents are good as the childminder works effectively with them to ensure continuity of care and learning for children. She keeps them well informed through written information and daily verbal communication.

p.1

It is not yet outstanding because

 There is room to improve the frequency in which information is shared with the other settings children attend, so that partnership working is fully robust and makes a strong contribution to children's overall learning and development.  The process of self-evaluation is not sufficiently robust to ensure there is a focused approach to planning improvements that are specifically targeted towards raising children's achievements over time.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector observed children's play and the childminder's interactions with them.  The inspector took account of the views of a parent spoken to during the inspection.

p.2

Inspection activities

 The inspector looked at children's development record and sampled other documentation.

p.2

Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and child aged one year in the Sharlston area of Wakefield. The whole ground floor of the house is used for childminding and includes a playroom and toilet facilities. The childminder visits the local shops and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently two children on roll in the early years age group, who attend for a variety of sessions. The childminder operates all year round from 8am to 6pm Monday to Saturday, except for family holidays. She holds an early years qualification at level 3.

p.2

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

 extend partnership working with others to ensure information about children's learning and development is frequently shared, and use this to effectively provide consistent support and continuity in relation to children's progress

p.3

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

 extend the process for monitoring practice so that robust targets are set for continuous improvement that will have the maximum impact on children's achievements over time.

p.3

who attend

The childminder provides a welcoming environment where children are happy and familiar with routines. This helps them to feel safe and secure, and on arrival they immediately decide what they want to play with. Children enthusiastically take part in a wide range of activities that are tailored to their individual interests and stage of development. The childminder confidently undertakes observations of children's play and makes good use of the 'Development Matters in the Early Years Foundation Stage' guidance to assess their achievements and plan the next steps in their learning.

p.3

who attend

Children's language skills are positively encouraged through effective interaction. The childminder models clear language without discouraging their efforts, as children attempt to copy sounds and words. This means that children's developing skills in communication are well supported. For example, children gain a sense of anticipation as they play with an interactive farm, pressing buttons to hear animal sounds. The childminder makes it exciting as she talks about who is hiding in the barn. She provides purposeful and developmentally appropriate activities which help children to progress across all areas of learning.

p.3

who attend

Children are provided with good opportunities to be imaginative and creative. They have access to early writing and art and craft resources. Children use their imaginations as they play with a large train track, joining carriages and selecting farm and wildlife animals to ride on the train. The childminder and children enjoy books together. Children eagerly turn the pages and fill in missing words when the childminder pauses at intervals. This enhances their enjoyment and provides them with the opportunity to 'read' the next word. Teaching is rooted in good knowledge of child development and the childminder challenges their level of learning with appropriate questions and responses. This means that children receive good support to acquire new skills for future learning. Parents are kept well informed about their children's learning as the childminder effectively communicates with them on a daily basis.

p.3

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

Children settle in well and form strong attachments to the childminder because their well- being is nurtured through effective provision for their personal, social and emotional development. The childminder finds out about their care routines, individual needs and preferences prior to them starting to attend. She gathers detailed information from parents and continues to share information on a daily basis. Consequently, she is fully aware of individual children's abilities and preferences, and considers these when planning activities and learning experiences. Children's transitions to the local nursery are well supported, although there is more to do to strengthen this partnership in relation to sharing information.

p.4

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

Children's physical skills are well supported as they undertake activities and outings that help them to keep fit and provide them with physical challenge. For example, they visit soft play areas and local parks where they can climb, balance and negotiate obstacles. Consequently, they gain confidence as they practise a range of movements and begin to judge risks for themselves.

p.4

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

Younger children demonstrate high levels of confidence in the childminder's care and their developing independence is well-supported as they undertake their hand washing routines. High standards of hygiene are practised and role modelled by the childminder, who provides a running commentary so that children learn the importance of hand washing. The childminder encourages healthy lifestyles by providing children with a balanced diet, and children grow fruit and vegetables in the childminder's allotment. This helps them to learn about planting and growing, including changes that take place over time.

p.4

provision

The childminder has a very good knowledge of how to protect the children in her care. She is well aware of the local child protection procedures if she has concerns, such as knowing which agencies she must report these concerns to. Children's safety is further enhanced because the childminder keeps the premises secure at all times and is clear about her role and responsibilities. Risk assessments are completed to keep children safe in the home and on outings. The childminder demonstrates commitment to continually developing her provision. She strives to improve her practice by increasing training and further developing areas, such as the outdoors. However, monitoring of practice is not yet fully robust, so that any planned improvements are specifically targeted at raising children's achievements. When families first start with the childminder, she gathers detailed information about the child from the parents. From the outset parents are involved in their children's learning. They

p.4

provision

talk about their children's achievements at home and this effective information sharing ensures the childminder is able to plan future activities that reflect current interests. The childminder provides parents with a comprehensive range of policies which keep them well informed about her provision. Strong, trusting relationships are formed between parents and the childminder. They contribute their thoughts and opinions through verbal communication and parental questionnaires. This means that the childminder can quickly address any issues that may arise.

p.5

provision

The childminder has informal discussions about children's care with other settings that children attend. However, this is not regular enough to ensure that the information shared is always fully effective in helping both settings to provide consistent support and continuity in children's learning and development. The childminder fully understands her responsibilities in meeting the learning and development requirements. She monitors her delivery of the educational programmes and her records show that children are making good progress towards the early learning goals. The childminder fully understands her responsibility to work in partnership with other professionals, to access appropriate support for children when necessary.

p.5

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

p.5

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.

p.5

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.

p.6

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.

p.6

Setting details

Unique reference number EY443877 Local authority Wakefield Inspection number 807438 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

p.6

Name of provider

Date of previous inspection Not applicable

p.6

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.7

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,

p.7

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’.

p.8

Type of provision

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

p.8