Childminder in Wakefield

Inspection date

Previous inspection date 04/02/2013 27/02/2012

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early years provision

This inspection: 3 Previous inspection: 4 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

 Children demonstrate, through their behaviour, that they feel secure in the childminder's home. They enjoy spending time in her company and welcome her interaction in their play.  Children access a satisfactory range of toys and resources which interest them and supports their learning appropriately.  Children are learning about how to keep themselves safe and healthy through everyday routines and practices, which are appropriately supported by the childminder.

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It is not yet good because

 Meaningful next steps in children's learning are not yet consistently identified and used to plan sufficiently challenging activities.  Children's creative development skills are not widely encouraged. There are limited opportunities for them to regularly investigate a wide range of materials, resources and sensory experiences to enable them to explore colour, shape and texture. Music and painting resources are also limited.  Opportunities are not maximised to fully encourage parents to contribute to their children's ongoing learning and development, or to share achievements from home.  The sharing of learning and development information with other settings that children attend is not yet fully developed to ensure continuity for 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 and care routines in the main playroom of the childminder's home, and checked the suitability of all other areas used by children.  The inspector spoke to the childminder at appropriate times throughout the visit.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector also took account of the views of some parents, as recorded in their written feedback to the childminder.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and son aged three years in a house in Castleford, West Yorkshire. The premises are accessible via a small step to the front door. The whole of the ground floor, bathroom on the first floor and side garden are used for childminding.

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Information about the setting

The childminder attends a toddler group and she visits the shops and park 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 two children on roll, one of whom is in the early years age group and attends for a variety of sessions and one is a school-age child who attends before and after school. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the National Childminding Association.

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must:

 analyse the information gained through observation and assessment more effectively to consistently identify meaningful next steps in children's learning. Use these to enhance the planning of activities and experiences to routinely provide all children with appropriate challenges  develop the educational programme for expressive arts and design by providing a range of materials, resources and sensory experiences to enable children to explore colour, shape and texture and by introducing children to a wide range of music, painting and sculpture.

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

 extend opportunities to enable parents and carers to regularly contribute to their child's learning and development record and to share achievements from home

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

 develop further links with all other providers who share the care of children to ensure continuity in children's learning and development.

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who attend

The childminder has a sound understanding of how children learn and supports children appropriately in their play. She recognises children's interests and provides appropriate resources to help them settle, such as cars, trains and trucks for a child who is interested in transport. Toys and resources provide sufficient interest and support learning through all seven areas of development. The childminder extends children's learning appropriately to provide some suitable challenges, such as supporting number recognition and asking meaningful questions to make children think. The childminder has begun to observe children in their play and is beginning to keep records of their learning. However, assessments are not always precisely focused to identify individual learning needs. As a consequence the information is not always used consistently to plan sufficiently challenging activities. As a result, children make satisfactory progress from their starting

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who attend

The childminder provides a range of freely accessible resources for children to explore and make choices from, such as, books, puzzles, construction, role play, golf and skittle sets and dressing up. Children enjoy exploring the play garage and eagerly participate in a game of vegetable bingo. The childminder effectively supports their language development by encouraging them to name the different coloured cards they have. They discuss and name the different vegetables on the cards, such as, leeks, sweet corn, potatoes and carrots. As a result, children are becoming confident talkers and are increasing their vocabulary on a daily basis. Children have regular use of the childminder's side garden for fresh air and physical exercise. They enjoy designing obstacle courses with small equipment, such as balls and tunnels, which provide appropriate challenge. Children's understanding of valuing and respecting others is supported through their play

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who attend

with suitable resources that promote other cultures. For example, children regularly participate in planned activities, such as making Italian flags and pizzas, to promote their awareness of other cultures and countries. All of these activities help to ensure that children develop adequate skills in readiness for school.

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who attend

The childminder uses local playgroups appropriately to promote children's social interaction, cooperation and sharing skills. Children explore their environment through walks to the local park and enjoy opportunities to feed the ducks. The childminder plans some creative and messy play activities for children to explore with their senses, such as, painting outside in the summer and gluing, sticking and card making activities. However, these are mostly adult-led activities. As a result there are limited opportunities for children to regularly and independently explore a good selection of materials and resources. In addition, children are not introduced to a wide range of music, painting or sculpture to increase their awareness of media and materials. Children are beginning to show an interest in number and counting. The childminder uses all opportunities to support this, for example, by counting the number of plates needed at lunchtime. Resources, including toy

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who attend

telephones, support number recognition, with the childminder counting alongside children for reinforcement.

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who attend

The childminder collects information from parents about children's development when they start in her care. She uses this appropriately to help them settle. She takes time to talk to parents on a daily basis. However, opportunities to fully encourage parents to play a full and active role in their child's learning, such as, adding comments to their ongoing development records or sharing their achievements or special events from home, are variable. Consequently, children's learning opportunities are not always maximised.

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

Children have formed warm and positive relationships with the childminder, enabling them to feel secure and confident in their surroundings. They turn to her easily for reassurance and enjoy the praise and encouragement she gives them. Care needs are established with parents before children begin, allowing the childminder to plan a suitable environment that reflects their likes and dislikes. This supports a smooth transition from home into the childminder's care. In general, children behave well for their age and, through the childminder's calm and consistent approach, are beginning to learn appropriate skills, which enable them to play cooperatively with their peers. Children are encouraged to develop their personal independence and to recognise their own needs as they grow and develop and in preparation for starting nursery. For example, they wash their own hands and face and gain a sense of responsibility as they tidy away toys after use.

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

Children develop a sound understanding of how to keep themselves healthy because the childminder explains to them why they need to wash hands before eating. The childminder acts as a clear role model as children see her wash her own hands after routines, such as changing nappies. The childminder prevents the spread of infection by providing a clean environment and making regular checks of all resources. A healthy and well-balanced menu of meals and snacks are provided for children and they access their own drinks as and when required throughout the day. Children benefit from daily exercise when playing in the garden or visiting the local park. They learn safe behaviour as they learn about crossing roads safely.

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provision

The childminder has a sound understanding of the safeguarding and welfare requirements and has an appropriate range of policies and procedures in place to support children's well-being. The childminder has attended child protection training and has a secure knowledge of the correct procedure to follow should she have any concerns. All parental permissions to protect children's safety and welfare have been obtained and records, such as an attendance register, are suitably maintained. The childminder's home and side garden are safe. She has completed sound risk assessments of all aspects of her provision, which enables children to play in a safe and secure environment.

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provision

The childminder is proactive and is beginning to reflect on her daily practice to support ongoing improvement, which will benefit children in her care. For example, she has sought support from an early years support worker. As a result she is generally aware of her areas for improvement, such as developing her assessment skills, and has identified suitable training to support this. She has taken appropriate action to address the issues raised at her last inspection. For example, she has reviewed her behaviour management and activity planning procedures and now displays her certificate of registration. Overall, she has an appropriate awareness of how to meet children's needs. However, some aspects of the monitoring of the educational programme, assessment procedures and children's progress are not yet fully secure.

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provision

The childminder is developing positive relationships with parents due to her calm and friendly nature. Initial settling-in procedures and discussions ensure the childminder has a sound understanding of the children she cares for as individuals. She exchanges information verbally with parents on a daily basis regarding children's care routines and the activities they have enjoyed. The childminder has formed sound links with the other providers who share the care of children. However, these are not yet robust enough to fully support children's progression and continuity of learning because they are focused on children's care routines and do not include their individual learning and development needs.

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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 EY411419 Local authority Wakefield Inspection number 783610 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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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

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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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