Childminder in Wakefield

Inspection date

Previous inspection date 15/01/2013 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

 Children engage in a wide range of play opportunities that support their interests, abilities and learning.  The childminder provides the children with good communication, language and literacy support during enjoyable activities and in conversations throughout their day.  Children are cared for in a well-organised home and follow effective daily and weekly routines which help them to feel secure. Their individual care and health needs are well met and they enjoy a wide range of experiences inside and outside of the home.  The childminder has a good knowledge of how to ensure children are protected and their safety given high priority.

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It is not yet outstanding because

 The information gathered from parents with regard to children's starting points is not consistently used to enable the childminder to fully support children's development at the start of their placement.  The childminder is not monitoring the impact of the improvements she makes on the outcomes and achievements of the children.

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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 dining room, conservatory and garden.

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Inspection activities

 The inspector talked to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a selection of documentation, such as the policies and procedures, the parents' welcome pack and the children's individual scrapbooks.

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Inspection activities

 The inspector talked to a parent during the inspection and looked at their completed speech bubbles to seek and acknowledge their views.

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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 works from the home of another childminder and her husband, who is also a registered childminder, and she occasionally works with an assistant. The childminding setting is situated in Castleford and the whole of the ground floor is used for childcare purposes. There is an enclosed back garden for outdoor play. There are two cats, two dogs, five chickens and a rabbit at the childminding setting.

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Information about the setting

The childminder and her co-childminders attend soft play centres and she visits the local shops and parks on a regular basis. She collects children from the local schools and pre- schools.

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Information about the setting

There are currently four children on roll; all are in the early years age group who attend for a variety of sessions both full and part-time. She works all year round from 8am to 4.30pm Monday to Friday, except for family holidays.

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

 develop further the information gathered from parents prior to children starting in the setting to effectively establish their stage of development and support the provision of challenging activities from the onset of care

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

 extend and review self-evaluation to monitor the impact of improvements on the long term achievements and outcomes for the children to maintain sustained improvement over a longer period of time.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage and she provides a broad range of activities to stimulate children's interest in their learning. Children's language development is fostered through regular conversations during play and activity, care routines, as well as story times. The childminder co-childminds with two other childminders, with whom prior to registration she worked with for many years as an assistant. Therefore, they are able to work well together to provide a service to meet the individual needs of all the children who attend. The children are carefully nurtured by the warm close relationships they have with the childminder and her co-childminders. Children feel secure when making choices from the activities and resources provided. They gain self-confidence and independence as they choose play activities, often becoming absorbed in independent exploration in the well-resourced conservatory.

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who attend

Children enjoy the company of the childminder and the social interaction they share. The childminder spends time playing with children to support their learning. For example, the younger children enjoy playing with the small world farm. The childminder encourages them to learn and repeat the names of the animals and they have fun as they make the animal noises such as 'moo' and 'baa'. Young children's coordination skills are promoted well. They enjoy playing with the large bricks and are developing their ability to join the bricks together and make towers. The childminder extends their learning and enjoyment by showing and supporting them to make more advanced structures, such as a bridge over the train track. The children show great excitement and clap enthusiastically as the train goes under the bridge. While playing with the childminder children regularly make eye contact, give her a warm smile and approach her for a cuddle. Through practical

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who attend

routines children's independence skills are promoted well. Younger children are encouraged to feed themselves and support is given where needed. They are encouraged to try and put on their own coats and wellington boots as they go outside to play in the snow. To also aid children's independence the childminder encourages them to make choices in their play. She makes possible suggestions for them to find additional resources which enhances their play and also supports their developing interest and attention skills. For example, when looking at books and reading stories the children enjoy using the props and hand puppets of the stories animal characters to help them to follow and tell the story.

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who attend

The childminder obtains detailed information from parents, about children's routines, individual care needs and their likes and dislikes. This helps her settle children quickly and provide a smooth transition from home to the setting by ensuring some continuity in their care. However, the childminder is not consistently obtaining as detailed information about children's developmental stage to enable her to provide suitably challenging activities from the start of the placement. She does have a clear understanding of how children learn and is closely monitoring their progress towards the early learning goals. The childminder makes sure that her observation of what each child is learning is recorded and which area of learning is the key focus of this learning. She uses a tracker document to ensure children are working within the appropriate developmental age band. This helps her to then plan the next steps for each child ensuring that she is moving them forward in their

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who attend

learning. The childminder feeds back to parents on a daily basis through a written diary, and children's scrapbooks are freely available for them to look at and make contributions to. The childminder is yet to carry out a progress check at age two but has appropriate systems in place to complete this when required.

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who attend

Children are learning to negotiate, share and take turns, for example, when fitting pieces together to make the train track and when feeding the chickens and rabbit in the garden. They enjoy learning about the world around them through well-planned topics, cultural celebrations and meaningful trips into the local community. For example, visits to the local parks and attending the soft play area where they meet up with other childminders and children. This ensures that learning is not confined to the home but opportunities are provided in all environments and this makes learning fun and exciting for the children.

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

Children show strong bonds with the childminder and clearly feel safe and comfortable in her care. She manages their individual care needs well by providing sleep and meal times in line with their own needs and routines. This gives them the confidence to independently explore their environment and learn to play alongside one another, developing good relationships. This helps to build their self-esteem and confidence. Children are well behaved and the childminder praises children for their achievements, which enables them, from a young age, to develop an understanding of right from wrong. Through practical routines children are also encouraged take turns with their friends. This means they are developing an understanding of co-operating with others. Children explore their environment confidently and they are well supervised during the day to support their learning and well-being.

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

Children look forward to their outside play where they develop their coordination and physical skills, while learning how their bodies benefit from healthy exercise. The children enjoy learning to ride on wheeled toys, develop their climbing and balancing skills on the newly installed 'trim trail' and eagerly join in with sand and water play. The childminder talks to children about drinking plenty of water and eating fresh fruit and balanced meals. To further enhance children's understanding of healthy eating the childminder lets them help to prepare their own meals and snacks, for example, children make their own fajitas. Children learn personal hygiene through daily routines. More able children independently address their personal hygiene needs, this helps them to prepare for school and gives them the confidence and core skills required to aid smooth transitions. Children learn about their own safety as they cross roads safely and wear high visibility jackets when

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provision

The childminder shows a secure understanding of child protection issues. She has attended safeguarding training to increase her ability to keep children safe. The childminder ensures the setting is safe and suitable for children and she follows detailed risk assessments and policies and procedures to safeguard children when in the home and out and about on trips. The childminder demonstrates a good understanding of her responsibilities in keeping children safe during an emergency. She holds a current first aid certificate. This means that she can give appropriate treatment if there is an accident to a child in her care. The childminder also has a good understanding of how to protect the children through close supervision. For example, detailed records are maintained of all visitors to the setting and an informative register of the children's attendance, including their times of arrival and departure, is in place. The childminder supports parents'

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provision

understanding of working practices by providing them copies of the policies and procedures so they are clear about the service on offer.

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provision

The childminder consults with parents through daily feedback and written speech bubbles, which parents complete to share their views and confirm they are happy with the service provided. She responds positively to any suggestions, enabling parents to be involved in the evaluation of her provision. Partnership with other agencies, such as the local schools, supports the care of older children and provides a smooth transition process for children moving on to the next stage in their learning. The childminder is aware of the importance of partnership working with external agencies to secure appropriate interventions if the need arises. The childminder is evaluating her practice and is aware of her strengths and has highlighted some areas of weaknesses in her practice. However, the childminder is not reflecting on the impact of any changes made to the provision and the outcomes for the children. She has obtained a National Vocational Qualification at Level 3 and she is

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provision

interested in attending further training on the Early Years Foundation Stage and child development to continue to improve the service she is providing.

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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 EY448980 Local authority Wakefield Inspection number 807866 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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. 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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