Childminder in Wakefield

Inspection date

Previous inspection date 01/05/2013 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 benefit from the childminder's wealth of previous childcare experience and secure knowledge of child development which gives her a clear understanding of the types of activities that cover all areas of learning.  Children's communication and language skills are developing well as the childminder is very chatty, provides a running commentary as they play and introduces lots of new words to add to their growing vocabulary.  The childminder skilfully uses everyday objects and food items to give children new and interesting sensory experiences. Children play with porridge oats and water and explore homemade treasure baskets containing different textures, colours and sounds.  Children enjoy going out and about with the childminder to toddler groups and the children's centre to enhance their learning, especially their social skills.

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It is not yet outstanding because

 Although children are learning good hygiene habits by washing their hands at appropriate times only one hand towel is provided which means germs can easily spread.

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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

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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.

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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 spent time observing the children both inside and outside.  The inspector took account of the views of parents.

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Inspection activities

 The inspector viewed a range of documentation relating to the childminder's business.

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Inspection activities

 The inspector discussed the childminder's self-evaluation and plans for the future with the childminder.

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Information about the setting

The childminder was registered in 2012. She lives with her husband and two children in a detached house in the village of Stokenchurch in Buckinghamshire. It is close to the M40 motorway and a bus route into the town of High Wycombe. Children can walk to local shops, parks and a children's centre with the childminder. Children have use of all rooms on the ground floor including the playroom, lounge, which is used for day time naps, toilet and kitchen/diner. There is an enclosed garden available for outdoor play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There is currently one child on roll. The childminder provides care from 6.30 am to 6.30pm, all year round but does not work Bank Holidays. Holiday periods are discussed and arranged in conjunction with parents. The childminder holds a Higher National Diploma in Early Childhood Studies, which is a level 5 qualification.

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

 support children's understanding of good hygiene habits by reviewing the hand drying facilities so germs do not spread.

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who attend

Children benefit from the childminder's previous childcare experience and the fact she holds a professional childcare qualification. This means she confidently plans a wide range of activities and outings using her secure knowledge of child development. For example, children have great fun playing with the porridge and water mixture using spoons to stir it around the bowls. The childminder introduces some mathematical concepts, such as, 'full' and 'empty' and asks children whether they want a 'big' or 'small' spoon. She promotes children's communication and language skills well by chatting freely throughout the activity, offering a running commentary and introducing new words, such as 'stirring', 'mixing', 'soggy' and 'sticky' to extend their vocabulary. Children also explore other textures as the childminder often provides dried cereals, cornflour and water, shaving foam and cooked pasta for them to handle. The childminder involves herself in children's

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who attend

play and enthusiastically encourages them to practise newly found skills, such as, walking. She does this by holding their hands and walking around the garden before letting go so they can take a few steps independently. There are daily opportunities for children to play outside in the fresh air where they develop their physical skills as they explore the sand and water, and attempt to kick a football. Children's learning is further enhanced as they go out and about with the childminder, such as, to the children's centre. There they experience creative activities like painting and have the chance to socialise with other adults and children. They also enjoy trips on the bus to the local garden centre where they enjoy toast in the caf before looking at the plants and flowers. These experiences help children learn about their local environment.

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who attend

The childminder knows the children well and makes regular worthwhile observations of them which she uses to inform her planning and ensure their specific needs are met. They are linked to the seven areas of learning and are often accompanied by a photograph as additional evidence. The childminder shares these with parents on a regular basis and also completes a 'Day Book' with details of children's care and learning so they are fully involved in their child's learning and development. Throughout the week the childminder makes sure children take part in a variety of activities that are designed to support their next steps in learning, such as, taking independent steps and developing confidence in new settings like the toddler group. Children's progress is effectively monitored by the childminder using a 'Tracker Book' which shows children are comfortably working within the expected developmental range for their age. This means children are developing the

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who attend

skills they will need for their next stage in learning.

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

Prior to starting their placement with the childminder, children visit over the course of a week which helps them familiarise themselves with the environment and begin to develop a relationship with the childminder and her family. As a result children settle quickly and enjoy their time in this welcoming setting. Children form secure emotional attachments to the childminder and look to her for reassurance while attending toddler groups or when visitors are present if they become unsettled. However, with the childminder's support they are soon able to relax and play independently. Children behave well. The childminder helps them learn how to take turns, share the toys to avoid conflict and actively encourages collaborative play, for example, playing together on the see-saw. Children enjoy exploring the environment, especially outside where they are fully supervised by the childminder at all times. The childminder gives high priority to keeping children safe and

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

by conducting risk assessments of the home and garden she is fully aware of any potential hazards. She has taken measures to avoid accidents, for example, stair gates are used effectively to prevent children accessing some areas and corner guards are fitted to some items of furniture so children do not come to harm. As a precaution smoke alarms are in place on both levels and there is a fire blanket in the kitchen. The childminder has thought carefully about her evacuation drill and confidently explains how she would help children leave the home quickly and safely in the event of a fire.

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

The childminder makes good use of local amenities to enhance children's learning and development. She gains parents' written permission to take children out. For example, she catches the bus to the nearest town and uses a double buggy to ensure children stay safe as they go to toddler groups and the children's centre in the village. The childminder provides children with nutritious snacks so they begin to make healthy food choices. For example, they sit together at the kitchen table and tuck into a bowl of mini rice cakes, dried apple and banana. At lunchtime she prepares meals sent from home but at dinner time offers a variety of hot meals, such as sausage and pasta or chicken, potatoes and vegetables so children are well nourished. Children are developing good hygiene habits as the childminder takes even the youngest of children to the bathroom to wash their hands before eating and after playing outside in the garden. They use liquid soap to wash away

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

germs but the childminder only provides one towel which means children are not learning to minimise the spread of germs while drying their hands. The environment is very clean as the childminder follows good routines, such as, wiping the table and highchair after every use. Children enjoy exploring the inviting playroom which is full of quality age- appropriate toys and resources that support all areas of their learning. For example, they can easily reach a selection of 'cause and effect' toys, which make sounds or play music when buttons are pressed or knobs are turned.

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provision

The childminder has a very organised approach to her childminding business and understands her responsibility to meet the requirements of the Early Years Foundation Stage framework. As a result all legal requirements are met. She maintains a portfolio of information that is shared with parents which contains a selection of written policies and procedures, which contain the necessary detail. The childminder plans a wide range of activities and prepares them in advance so she can spend as much time interacting with the children as possible. For example, she has everything needed for the sensory activity including porridge oats, bowls, water and utensils. Through careful monitoring of her planning, observation and assessment systems the childminder ensures children receive a consistent learning experience and make good progress in their development.

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provision

The childminder has a clear understanding of how to safeguard children. She has attended several training courses in her previous role and is booked onto a course in the near future to keep her knowledge up to date. There are established systems in place to record any existing injuries, accidents and incidents along with a written safeguarding policy. Through self-evaluation the childminder has identified her strengths and highlighted areas she would like to develop in the future. For example, she has increased the range of toys and resources to support children's learning by creating treasure baskets so younger children can explore a range of textures, colours and sounds. She is keen to further expand her selection of sensory resources by making discovery bottles using interesting items from around the home and would like to add more outdoor equipment to challenge children's physical skills. The childminder works in partnership with parents, for example, she plans

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provision

meetings to discuss children's next steps, such as, mealtimes and what food will be provided to ensure their individual needs are met. Parents are positive in their feedback about the childminder's service and are clearly happy. They say children are happy, settle well and form a strong bond with the childminder. Parents say they feel comfortable leaving their children in the childminder's care and that she is very flexible and accommodating when changes to working patterns occur.

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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 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.

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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 EY452018 Local authority Buckinghamshire Inspection number 915738 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 1

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Name of provider

Date of previous inspection not applicable

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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.

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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, which are usually the childminder’s 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

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’.

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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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