Hussain, Shasta

Inspection date

Previous inspection date 15/05/2013 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

 The playrooms are welcoming and the childminder effectively organises resources so that children can make safe and independent choices in their play. This results in happy children who approach their learning with enthusiasm.  The childminder is actively involved in children's play and through her observations she has a good understanding of all children's abilities and next steps. Through working effectively with parents and other settings, she promotes continuity in children's learning.  Children learn about the importance of making healthy food choices through fun activities, such as playing at cafes, chopping real food to make soup and reading stories.  The childminder's commitment to improve is good. She effectively uses self-evaluation and reflective practice so that she is proactive in making improvements to the provision for children.

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It is not yet outstanding because

 The use of portable resources to enable children to create their own structures is not fully embraced, in order to further enhance children's skills in moving and handling equipment on a larger scale.  Opportunities for older children to learn about simple technology and how things work are not fully promoted in their independent play.

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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 arrived at the setting, she had a tour of the premises and observed children playing in the two playrooms.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's learning records, planning documents, self- evaluation, children's records and a selection of policies and procedures.

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Inspection activities

 The inspector took account of the views of parents through information provided on parental questionnaires.

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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 three children aged 11 years, eight years and seven years in the Birkby area of Huddersfield. The whole of the ground floor, a first floor bedroom and garden are used for childminding.

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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 and collects children from the local schools, nursery and pre-schools.

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Information about the setting

There are currently two children on roll, both are in the early years age group and they attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except family holidays. The childminder also offers overnight care and weekend care by arrangement. She is a member of the Professional Association for Childcare and Early Years.

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

 extend the range of portable resources that children can use to design and create their own structures on a larger scale, such as crates, pipes, large boxes, materials, tyres and barrels

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

 enhance opportunities for older children to learn about how things work in different ways and for different purposes by, for example, providing resources, such as compact disc players, radios, cameras, walkie-talkies, electronic keyboards and remote control toys.

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who attend

Children make good progress in their learning because the childminder has a secure understanding of the learning and development requirements. She provides two playrooms that are brightly decorated with a selection of posters and children's work. This creates a welcoming and child orientated learning environment for children to play. The childminder effectively organises each playroom so that children can access different resources and experiences. For example, one room provides role play and creative experiences, while the other focuses on quieter activities, such as books, games and construction. In addition, the childminder uses her living room for children to access music, dance and physical activities. The children move freely between all rooms and as a result, they are motivated and enthusiastic learners. This is because they initiate their own play and engage in activities they enjoy.

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who attend

The childminder effectively uses her observations to monitor children's progress across all areas of learning. This means she has a good understanding of their likes, abilities and learning needs. Therefore, she plans a good range of activities that support their individual progression and their readiness for school. For example, she encourages older children to write for different purposes, such as making lists in the role play area and drawing activities. This supports their literacy development well. The childminder adopts a flexible approach to her planning and although she plans to a theme, such as seasons, she ensures she incorporates children's likes and interests. For example, by taking the lead from children she engages them in different role play situations, such as playing with the home corner, shops and cafes. This effectively supports their progress in expressive arts and design. Through effective planning and supporting children's progression across the

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who attend

areas of learning she helps children to acquire the skills they need when embarking on new challenges, such as starting school. For example, she provides good opportunities for children to socialise and develop relationships with others by taking them to groups. In addition, she promotes their independence skills, such as encouraging children to put on their own coats and shoes.

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who attend

The childminder is actively involved in children's play as she interacts with them well and they positively respond to this. This contributes to successfully promoting children's language and communication skills. For example, when engaging in role play, she provides a narrative of what younger children are doing and she gives them choices so that she builds up their vocabulary. The childminder effectively promotes children's mathematical development. For example, when children paint their butterflies she talks to them about shapes and patterns. In everyday situations, such as handling money when playing in the cafe and counting bricks when building towers, children learn about number. Children enjoy manipulating dough and chopping up potatoes, carrots and onions to make their soup. This supports children's physical development because they develop skills in handling and using small tools, such as knives, rolling pins and cutters. However,

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who attend

opportunities for children to build, handle and construct using larger equipment, such as pipes, large boxes, tyres and barrels is not maximised to its full potential to further support children's coordination skills.

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who attend

Overall, the childminder fosters children's development in understanding of the world. For example, children learn about life cycles because they read books about the caterpillar turning into a butterfly. The childminder provides a good range of resources and activities to help children develop positive attitudes towards different cultures, religions and disabilities. For example, books, role play props and talking about special events and festivals. The childminder has a varied selection of resources to support younger children in developing basic skills in turning on and operating equipment. For example, they know to press the button to make the cash register work when playing cafes. However, there is scope to further enhance these resources for older children so that they learn about technology and how things work. For example, by providing resources, such as remote control toys, radios, compact disc players, cameras and electronic keyboards.

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who attend

The relationships with parents are good. The childminder works well with them so that she meets children's individual needs. For example, through discussions, diaries and an 'all about me' booklet she gathers detailed information about children's starting points, routines and likes. On a regular basis she shares with parents children's progress records, which includes a detailed summary of children's next steps. This means parents can support their child's learning at home and contributes to promoting continuity in children's care and learning.

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

The children are happy and they feel safe and secure in the childminder's care. This is because they have formed strong bonds and good relationships with her. The childminder knows children well because she gathers detailed information from parents about their needs when they first start at the setting. Therefore, the childminder promotes continuity for children because she incorporates their individual routines into the day, such as younger children's sleeping patterns. This means the transition between home and the setting is a smooth experience for children. It also means children confidently leave their main carer because they feel safe in their new environment. This effectively promotes children's personal, social and emotional development and prepares children for their next stage in learning, such as starting school.

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

Through good use of praise, which is precise and specific, the childminder ensures children know exactly why she is pleased with them. For example, she tells young children that they are concentrating well and that they are clever for knowing their colours. This means children have high self-esteem and confidence in their own abilities. The childminder provides consistent routines and boundaries, such as encouraging children to be kind, share, take turns and use their manners. This helps children to develop positive relationships with their peers. The childminder listens to children and she values their contributions. For example, she plans play around children's choices and ideas and she displays their work around the home in celebration of their achievements. The children have good opportunities to be independent and to develop their self-care skills. For example, they make their own choices in play and they independently wash their hands

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

The childminder promotes children's health well. She provides a healthy and nutritious diet, which includes fresh fruit and vegetables. In addition, children enjoy fun activities, such as chopping up real food to make soup. They talk about healthy foods when reading the 'Hungry Caterpillar' story and playing at cafes, children discuss the benefits of making healthy choices. The children develop a good understanding of effective health and hygiene practices because they engage in daily routines, such as hand washing. Through regular outings, the children have good opportunities to be outdoors so that they can run, climb and balance. This promotes their physical development and their understanding of the importance of exercise, fresh air and leading a healthy lifestyle. The childminder involves children in a wide range of activities that help them learn about safety. For example, children regularly take part in fire evacuation practices and on outings, they talk

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

about road safety. In addition, when using equipment, such as knives, the childminder explains to children how to use it safely so that they become aware of their own safety.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements. She provides a safe environment for children to learn because she carries out daily safety checks, supervises children's play and completes regular risk assessments. Therefore, she puts in place good precautions to minimise risks and accidents. For instance, she keeps her premises locked and ensures all dangerous items are out of reach of children. The childminder maintains a wide range of written policies and procedures. These include how she deals with accidents, the procedure for using cameras in the setting and the safe administration of medicines. These policies and procedures effectively contribute to her taking all reasonable steps to keep children safe. The childminder has a good understanding of child protection issues. She is aware of potential signs of abuse and neglect because she accesses safeguarding training. The

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provision

childminder maintains a detailed safeguarding policy and as a result, she is fully aware of which agencies to involve if she has any concerns about the children in her care. Therefore, the childminder protects children form harm because she fully understands her responsibilities in safeguarding and promoting children's welfare.

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provision

The childminder's commitment to improve the provision for children is good. She makes effective use of self-evaluation, reflective practice and monitoring of the areas of learning to ensure she identifies aspects of the provision she can improve. As a result, she has a realistic view of her service and what she can do to improve, such as extending resources to support children's enthusiasm for role play and dressing up. Through effective reflection, the childminder has made positive changes to the learning environment. For example, since starting to care for children she has continuously extended her resources so that her playrooms are welcoming and stimulating for children. In addition, by reviewing the organisation of the books, she stimulated children's interest in them. Through parental questionnaires, seeking advice from other professionals and discussions with children, the childminder effectively involves others in her self-evaluation. Therefore,

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provision

following feedback from parents, she provides more healthy options in her menus and foods that children enjoy. Through accessing a varied range of training courses, the childminder demonstrates a strong commitment towards an effective programme of professional development. For example, she is embarking on a recognised early years qualification at level 3.

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provision

The childminder has good relationships with parents. She encourages them to look at their child's progress records and regularly discusses with them children's care and next steps in learning. This effective communication contributes to meeting children's individual needs. Comments from parents are positive about the care children receive. They like the 'family feel' and welcoming environment and they think that they are well-informed about their child's day and progress. The childminder works well with other settings involved in children's care and learning, such as their nursery. By providing pirate outfits and building pirate ships she enhances children's experiences and what they are learning about in nursery. Therefore, she promotes continuity when planning for children's learning. The childminder fully understands the importance of working in partnership with external agencies, such as health professionals, so that appropriate measures are taken to meet

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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 EY455417 Local authority Kirklees Inspection number 892014 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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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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