Childminder, Out-of school day care in Kirklees

Inspection date

Previous inspection date 11/02/2013 Not Applicable

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early years provision

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

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This provision is satisfactory

 Children enjoy warm relationships with the childminder and show that they feel settled and secure as a result.  The childminder interacts well with the children using good quality discussions during all activities. She plans a suitable variety of activities which supports children's learning appropriately.  Children develop a good understanding of acceptable behaviour because the childminder sets consistent and clear boundaries.

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It is not yet good because

 Children are not widely encouraged to independently access and practise using a wide range of tools and materials, such as scissors and hand washing resources.  The childminder has limited resources to promote children's understanding of the wider world and diversity and has not planned activities to fully support this area of learning.  Opportunities to fully encourage parents to contribute to their children's ongoing learning and development and share details of what their child has achieved at home are not maximised.  Monitoring and evaluation of practice, including gathering and using the views of parents, is not secure. There is also no method in place to ensure that improvements are successfully implemented.

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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 play room, kitchen and bathroom of the childminders 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 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged nine and 12 years in a house in Holmfirth, West Yorkshire. Premises are accessible via a small step to the front door. The whole of the ground floor and the rear garden are used for childminding.

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Information about the setting

The childminder visits the shops and park on a regular basis during the holidays. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently eight children on roll, one of whom is in the early years age group and attends for a variety of sessions. Other children are of school-age and attend before and after school. The childminder operates all year round from 7.30am until 8.45am and from 3.30pm until 6pm, Monday to Friday, except for Bank holidays and family holidays. She is a member of the National Childminding Association.

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must:

 develop the educational programme for understanding the world by, for example, providing opportunities for children to role play with a variety of resources that reflect the lives of different people and communities, so that children develop a positive view of others  improve opportunities for children to safely use a variety of materials and tools independently, such as scissors, and give them time to practice and refine these skills during expressive art activities.

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

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

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

 develop and improve self-evaluation by using the views of parents and children more effectively and carefully monitoring, analysing and questioning existing practice in order to set challenging targets for improvement that are aimed at supporting children's achievements over time

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

 improve opportunities for children to move towards greater independence in their self-care, for example, by having hand washing facilities safely within reach.

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who attend

The childminder has a sound understanding of how young children learn. This enables her to provide a range of experiences and activities to support each child's learning and development. Whilst the childminder has only been caring for the children for a short while, she builds on their interests and works with parents to help children settle. For example, initial details about care routines and likes and dislikes are discussed when children start. Planning is flexible, so that it can be adapted to focus on children's individual interests. The childminder has appropriate records in place that help to show children's achievements, and these are evolving. For example, learning journey records show what children can do, are linked to the early learning goals, and identify what children need to learn next. However, opportunities to fully encourage parents to contribute to these records, and share what they know about their child's progress and

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who attend

achievements at home, are variable. This prevents the childminder from gaining a full picture of all children's achievements and minimises opportunities for children's learning to be extended at home or within the childminder's care. The childminder is aware of how to carry out the progress check at age two, although, has not yet had to implement this as no children are attending at present within this age range.

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who attend

Children enjoy a varied range of opportunities to learn through their play. The childminder provides a range of freely accessible resources for them to explore and make choices from such as books, board games, word puzzles and dressing up. Children enjoy many creative and messy play activities to explore their senses. For example, they regularly enjoy painting activities, model making with paper plates, designing telescopes and sticking and gluing with glitter and sequins. Young children enjoy colouring in mask pictures and confidently name the different colours of the pens they use. The childminder effectively supports their language development by encouraging them to discuss the first letter sound of each colour. Children learn about numeracy from every day routines, such as counting how many grapes they have at snack time. Their physical development and coordination is appropriately supported during outdoor play activities. For example, children regularly visit

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who attend

local physical play centres during school holidays. They also use a range of resources in the garden, such as bats, balls and skipping ropes and participate in planting and growing sunflowers. However, there are less opportunities provided to teach children how to use materials and tools, such as scissors, safely and independently. As a result children are not able to frequently practice and refine these skills, particularly during their art and craft work.

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who attend

Children use their imaginations and express their thoughts well while making pretend dough pancakes with a rolling pin and shaped cutters. Others enjoy placing magnets on various surfaces around the childminder's home to see which ones they 'stick' to. Children demonstrate a sound awareness of their own cultures when celebrating special events, such as Birthdays. However, there are limited activities or resources, particularly in the role play area, for children to begin to learn about the diverse world they live in Children develop a satisfactory knowledge as they explore an appropriate range of interactive resources and show skills in making toys work.

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

Children enjoy warm relationships with the childminder and show that they feel settled and secure as a result. Children smile broadly when the childminder talks to them and have lots of cuddles, showing close attachments. Children are confident and well- motivated to explore the play environment and to engage actively in learning. Resources are easily accessible and children make their own choices from an appropriate range of toy boxes. A large table in the dining room provides additional space for children to enjoy table top activities, such as painting and sticking. The childminder provides regular opportunities for children to spend time outdoors in the garden. Overall, the learning environment and planned activities support children's all-round development well.

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

Children develop good social skills and demonstrate positive behaviour. The childminder plays with children and gives positive encouragement and praise that promotes their self- confidence. For example, children are awarded a 'Star of the week' for positive behaviour, such as sharing and being nice to each other. Children develop an appropriate understanding of how to keep themselves healthy because the childminder explains to them why they need to wash hands after messy activities or before eating. However, hand washing facilities are not always within their reach and this prevents children from gaining full independence in some aspects of their self-care. The childminder prevents the spread of infection by providing a clean environment and making regular checks of all resources. She protects children from allergic reactions by discussing their food and diet needs with parents. Children are developing a positive approach to healthy eating and enjoy nutritious

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

snacks and meals, such as watermelon, strawberries and lasagne and salad. Children rest in accordance with their individual needs and routines, which promotes their well-being appropriately. They are learning about keeping themselves safe as the childminder supports them to understand road safety and stranger danger while on outings. These skills help prepare children for when they move onto to other settings or school.

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provision

The childminder has a good understanding of her role in safeguarding children and is aware of the appropriate procedures to put into practice when necessary. All necessary policies and procedures are in place and shared with parents. The childminder has secure systems in place to record medication and accidents and she obtains written consents as needed from parents. She gains clear information from parents about those adults authorised to collect children from her care. Her home and garden are safe and she has completed sound risk assessments of all aspects of her provision.

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provision

The childminder has made a satisfactory start to childminding. She has sought support from an early years support worker and has identified further training courses to attend. She knows her strengths and is beginning to identify some aspects of practice which require development in order to improve the service she offers. However, current monitoring and evaluation lacks rigour and is not yet robust enough to secure the in-depth focus the childminder needs to sufficiently target and sustain continuous improvement. As a result, some weaknesses in the educational programmes have not been targeted for improvement, parent and children's views are not sufficiently considered and there is no secure method for ensuring any identified changes are successfully implemented. This impacts on the childminder's ability to make self-evaluation fully effective in raising the levels of children's achievements and the overall quality of her practice.

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provision

Overall, the childminder is developing positive relationships with parents. She gathers clear information from them so that she knows about children's individual interests and needs, and can provide consistency of care. Parents receive daily verbal feedback so that they know about their child's day. The childminder has formed good links with the other providers who share the care of children, such as pre-school and school. She shares information appropriately about children's progress, which ensures consistency in their learning and aids transition from one setting to the next.

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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 EY452265 Local authority Kirklees Inspection number 882395 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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: 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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