Childminder in Kirklees

Inspection date

Previous inspection date 26/04/2013 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

 Children have strong bonds and attachments with the childminder. She knows them well and meets their individual needs because she shares relevant information with parents. This promotes continuity for children and results in them feeling safe and happy in her care.  Children play in a safe learning environment and the childminder promotes their health through the effective implementation of a wide range of comprehensive policies and procedures.  The childminder provides detailed and comprehensive information for parents to ensure they are well informed about the service and the arrangements for meeting children's care and learning needs, for example, through a welcome pack, which includes appropriate information about the Early Years Foundation Stage.  Through effective self-evaluation and monitoring, the childminder's drive to improve the provision for children is evident through targeted action plans to overcome identified

p.1

It is not yet outstanding because

 Opportunities for children to talk about their feelings and emotions are not fully promoted within their independent play.  Resources in the outdoor environment are not as plentiful as those indoors, to enhance further children's all-round development and learning when playing outside.

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

p.2

Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 had a tour of the childminder's home and her co-childminder's premises where the inspection took place. She observed children playing in all rooms on the ground floor.

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector looked at children's learning and care records, planning documentation, self-evaluation and a selection of policies and other documentation.  The inspector took account of the views of parents spoken to during the inspection.

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 husband and adult child in the Crosland Moor area of Huddersfield. The whole of the ground floor and the garden are used for childminding. The childminder has two tortoise as pets. She works with another childminder who lives next door. They are registered to care for children from both homes. The childminder is also registered to work with assistants. The inspection was carried out at the co-childminder's premises.

p.3

Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools, nursery and pre-schools. There are currently 12 children on roll, nine of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 extend opportunities for children to talk about a range of feelings and emotions by providing resources, such as, books, puppets, dolls, mirrors, photographs, pictures or a feelings tree

p.3

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

 enhance the outdoor environment by extending resources to support children's all- round development; for example, exploring things from and in the natural environment, such as, pebbles, wood, plants, growth, decay, living things or resources that engage them in role play or construction.

p.3

who attend

The learning environment is welcoming, stimulating and fun. For example, the childminder organises a good range of resources around the home so that children can make safe and independent choices in their play. As a result of this, children initiate their own play and express their own ideas, which means they approach their play with enthusiasm. For example, children independently access the books, laughing, babbling and looking at them with interest. The childminder carries out regular observations on the children and this means she is aware of their individual likes, skills and abilities. This enables her to effectively monitor and track their progress across all areas of learning and supports her in identifying their next steps. Consequently, she plans a broad range of activities to support their individual needs. For example, she encourages younger children to solve simple problems by encouraging them to complete puzzles and jigsaws. In addition, when doing puzzles, the

p.3

who attend

childminder talks to children about shapes, size and number, which effectively supports their mathematical development. The children enjoy looking at books and the childminder regularly reads them stories. She encourages children to talk about what they see and when looking at everyday objects, she repeats simple words. This contributes to her supporting young children's literacy, communication and language development.

p.4

who attend

The childminder is actively involved in children's play and these positive interactions and skilful questioning contribute to her supporting children's progression. For example, she asks open-ended questions, is enthusiastic and gets down to children's level so that she encourages them to explore and try new things. Consequently, children are engaged and motivated learners who are willing to have a go. For example, the childminder encourages children to try more challenging puzzles. Through these positive interactions, engagement in children's play and a good range of resources, the childminder effectively supports children's learning. She provides enjoyable opportunities for children to engage in arts and crafts, such as painting and playing with dough. This encourages children to use their imagination and to be creative. In addition, children enjoy listening to music and they explore a variety of musical instruments that they can bang and shake. This effectively

p.4

who attend

supports their development in expressive arts and design.

p.4

who attend

The children are active and have good opportunities to develop their physical skills. They skilfully negotiate their wheeled toys around the home and they enjoy resources that enable them to press buttons, lift flaps and twist knobs. This develops children's dexterity and coordination skills. Children play outdoors, and at present the childminder uses this area mostly to promote children's physical development, such as providing the space and freedom for children to run and kick balls. She uses it less to promote other areas of learning. Children enjoy playing with resources that help them develop a strong awareness of simple technology, such as 'walkie talkies' and pretend telephones. This supports their development in understanding the world.

p.4

who attend

The childminder gathers detailed information from parents when children first start at the setting, such as their likes, abilities and care arrangements. Therefore, she has a good understanding of children's starting points and this contributes to her effectively meeting their individual needs. Through daily diaries, newsletters and a comprehensive welcome pack, that includes detailed information on the Early Years Foundation Stage, parents are well informed about their child's day, progress and setting. In addition, she ensures she explains to parents how she works with another childminder and assistants and that they work from both homes. The childminder encourages parents to share information about children's progress at home and they discuss ways in which they can support children's next steps. This effectively promotes continuity in children's learning.

p.4

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

The childminder has good relationships with children and when they first start at the setting, she gathers detailed information about their individual needs. This means she knows children well and enables her to build up secure bonds and attachments with the children. In addition, because she is aware of their individual routines, such as feeding and sleeping patterns, she successfully incorporates these into her day. This promotes continuity for children and results in them feeling safe, secure and happy in her care. By meeting children's needs, promoting continuity and sharing relevant information with parents, the transition from home to the setting is smooth. This effectively supports children's personal, social and emotional development.

p.5

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

Through play, the childminder praises children and encourages them to have cooperative relationships with one another. For example, she talks to young children about acceptable boundaries and being kind, sharing and taking turns. However, there is scope to extend resources that help children talk about their emotions and feelings to further enhance their emotional development. Children have good opportunities to mix and play with others, as the childminder regularly takes them to groups and activities away from home. These opportunities also support children in separating from their main carer, effectively promote their confidence and independence away from the setting and help them prepare for their next step in their learning, such as starting school. The childminder values children's contributions and by spending time with them as a group and alone, she ensures all children feel special. Their artwork is valued and displayed around the home and this

p.5

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

contributes to children having a positive self-image and good self-esteem. Children have good opportunities to become independent learners. For example, children of all ages can make their own choices in play through the effective organisation of resources. In addition, the childminder effectively promotes children's self-care skills. For example, babies and younger children feed themselves and older children can access hand washing facilities independently.

p.5

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

The childminder successfully encourages children to lead a healthy lifestyle and to make appropriate food choices. For example, she provides healthy and nutritious options which include fresh fruit, vegetables and home-cooked meals, so that children learn about the benefits of eating a healthy diet. The children have a good understanding of hygiene practices because they engage in daily routines, such as hand washing. These routines effectively promote children's health and minimises the risk of infection and illness. Children have good opportunities to be active, to access fresh air and to engage in energetic play. They play in the garden, enjoy playing at the local park and going to the indoor activity centre. This provides opportunities for children to climb, run, balance and negotiate small apparatus, which effectively promotes their physical development and their understanding of leading a healthy lifestyle. The childminder talks to children about

p.5

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

safety so that they develop a good understanding of how they can keep themselves safe. For example, she talks to them about the importance of playing with toys safely, such as not throwing things, and on outings they discuss road safety. She provides the space and freedom for babies and young children to explore and to take safe risks, while staying close by so that she provides the support and supervision they need.

p.5

provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare and learning and development requirements of the Early Years Foundation Stage. Through her effective risk assessments, safety checks and supervision of children's play, she ensures children play in a safe environment. She maintains a wide range of comprehensive policies and procedures, such as safe handling of her pets, the use of cameras and mobile telephones in the setting and administration of medicines. This contributes to the childminder taking all reasonable steps to keep children safe. The childminder has a good understanding of child protection issues and her responsibilities in protecting children from harm. For example, through accessing training and maintaining comprehensive safeguarding policies, she is aware of potential signs of abuse and neglect. In addition, she fully understands who she must inform if she has any concerns so that

p.6

provision

she protects and safeguards the children in her care.

p.6

provision

The childminder works well with her co-childminder and assistants to ensure she keeps children safe and promotes continuity in their care. Through her detailed policies, discussions and close supervision, she ensures her assistants understand their roles and responsibilities. The childminder ensures she effectively maintains adult-to-child ratios. For example, during school runs, an assistant works with one childminder at the home, while the other childminder takes or collects children from school or nursery. This means ratios remain correct and it provides minimal disruption for the young children's learning and care. For example, she does not have to wake sleeping children to collect others from nursery.

p.6

provision

Through self-evaluation, reflective practice, working with the local authority and monitoring, the childminder has effective arrangements in place to support her improving the provision for children. As a result, through her drive and commitment, she sets herself clear targets to overcome any weaknesses identified. For example, she continually extends her resources so that she continues to challenge and stimulate children, which contributes to supporting their progression. The childminder demonstrates her commitment to her professional development and, as a result, she accesses training to enhance her knowledge and skills. For example, by attending an early years conference, she has a better understanding of her responsibilities and, subsequently, this positively impacts on the care and learning she provides for children. In addition, she is exploring opportunities to complete a recognised early years qualification. The childminder welcomes the views of

p.6

provision

others in her self-evaluation and includes the views of her co-childminder and advice from other professionals. In addition, through introducing parental questionnaires, she is exploring ways to encourage parents to formally share their ideas.

p.6

provision

The childminder's relationships with parents are good. She keeps them well informed of their child's day and progress through diaries and discussions. When parents collect children, the childminder welcomes them into the setting and ensures they do not feel under any pressure to leave. This provides a welcoming atmosphere for parents and provides good opportunities to share information, which contributes to meeting children's individual needs. Comments from parents are positive. They explain that they have no complaints about the care their children receive. They also express that they have confidence in her abilities in caring for their very young children. The childminder effectively communicates with other settings children attend, such as school and nursery. She gathers information about what children are experiencing in school so that she can support their learning at her setting. In addition, she talks to other settings when dealing

p.6

provision

with any particular concerns so that they can work together to support children's individual needs. This ensures children receive consistent care from all carers involved in their learning. The childminder is aware of importance of working in partnership with external agencies, such as health professionals. This means appropriate measures are in place to support children with special educational needs and/or disabilities.

p.7

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.7

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 action. 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.8

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.8

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.9

Setting details

Unique reference number EY453758 Local authority Kirklees Inspection number 892252 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 12

p.9

Name of provider

Date of previous inspection not applicable

p.9

Telephone number

set out in the guidance ‘Complaints procedure: 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.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.9

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.9

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, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.10

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.10

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.11

Type of provision

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

p.11