Childminder in Kirklees

Inspection date

Previous inspection date 14/05/2013 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a good awareness of how young children learn, which ensures that all children make good progress in relation to their starting points.  Children are provided with a warm, welcoming and stimulating learning environment in which they are happy, eager and motivated to learn. They benefit from a broad range of good quality resources that support their learning and development.  The childminder forges superb links with schools and has developed excellent relationships with the teachers, including arranging visits for teachers to visit the setting. As a result, children are extremely well-prepared for the move to school and for their future learning.  Attention to safeguarding the children is paramount. There are effective strategies in place to make sure that children are protected from harm.

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It is not yet outstanding because

 There is scope to develop more innovative activities for children in order to enrich the outdoor area.  Children do not have consistently rich opportunities to enhance their understanding of the world around them.

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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 compulsory part 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 in the playrooms and the outdoor area.

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Inspection activities

 The inspector spoke with the childminder and co-minder at regular intervals throughout the inspection and made observations of the children present.  The inspector observed all relevant documentation provided.

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Inspection activities

 The inspector took account of the views of parents and carers from written references and questionnaires.  The inspector spoke to the children during free play.  The inspector took part in 'what time is it Mr Wolf' game in the outdoor area.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and her grown up son, in a house in Liversedge. The childminder works with her daughter who is also registered as a childminder and they operate as a business under the name of Little Ladybirds. The family have a dog.

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Information about the setting

The childminder visits the shops, library and park on a regular basis. She collects children from schools and pre-schools.

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Information about the setting

There are currently 11 children on roll, seven of these are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance the outdoor area further, by for example, including large scale den making, large construction, and planting and growing areas

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

 develop the educational programme for understanding the world by, for example, enhancing opportunities for children to explore real life experiences, such as, using real tools and exploring natural materials, such as wood.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage. She provides motivating and challenging activities, which cover all of the seven areas of learning. As a result, children are making good progress towards the early learning goals and they are well-prepared for starting school. Individual profiles are in place for all children, and these include photographs, observations and assessments. There is a successful system in place to carry out the required progress check at age two. These are all linked to the areas of learning and are used to identify the next steps in each child's learning. The childminder works closely with parents to support children's learning from the start. Ongoing discussion and sharing of children's learning books ensures that parents remain involved and up-to-date about their child's progress. The childminder provides a rich learning environment indoors covering all areas of

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who attend

learning. They set out resources well so that they are easily accessible for all children to make their own choices. Although the outdoor environment is used well at times, it does not always offer a rich range of resources to fully enhance children's learning. Children enjoy their time with the childminder and co-minder and they participate in a range of interesting activities. The activities are planned weekly, however this is very flexible to allow children to do what they want. All activities successfully reflect children's individual interests. The childminder engages children in activities successfully and motivates them to learn, for example, as children enjoy digging to look for worms. Children show excitement as they move around the garden and start digging in the soil to find insects. The childminder supports their learning with good quality interactions. She helps children to learn about the appearances of mini beasts, for example, that a woodlouse is different

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who attend

from a worm because it has legs. The childminder ensures that younger children also benefit from such activities. They explore the texture of the soil between their fingers with a strong interest, which develops their sensory skills effectively.

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who attend

Children develop their creative and thinking skills on a daily basis where interactions challenge the children effectively. However, they do not have many opportunities to take part in activities to extend their understanding of the world around them. For example, exploring and using real life materials and tools. Children enjoy singing and choose which song they want to sing. The compact disc player is used to teach the children with a phonics' scheme. The children participate well using both actions and words, this encourages children to use hand gestures and actions to the songs while developing an understanding of letters and phonics. Younger children enjoy babbling, increasingly experimenting with sounds and creating personal words. The childminder listens actively to the different messages young children are trying to convey. She then repeats and models the language to help them build sentences. Children's personal, social and

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who attend

emotional development is supported well.

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

Children are extremely happy and settled in the warm and welcoming environment. All children show a strong sense of security and belonging within the setting. Transition procedures into the setting are very well-designed and children are effectively supported, which aids familiarity and their well-being. Consequently, children are highly confident as they settle into a new environment. The childminder and co-minder are highly skilled in recognising the individuality of each child and providing for their different needs and interests. Younger children are confident to explore their surroundings, safe in the knowledge they have the support of nurturing adults and can feel secure.

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

The relationship between the childminder, the children and their parents is highly effective in ensuring outstanding outcomes for all children. Children feel very secure and flourish in the care of the childminder because they form very secure emotional attachments. They smile and laugh with her and they begin to enjoy cuddling close to the childminder as they read books. This gives children a strong base and the confidence and self-esteem to make very good progress, which supports their transitions to school. As a result, children are highly motivated, inquisitive learners who participate readily in games and activities. Children are very confident in expressing their needs and play ideas, asking for specific games or toys and easily choosing from the ones they can reach. This shows children's increasing independence in making decisions about their own play and learning. The childminder is highly skilled in encouraging children's independence, inclusion and learning

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

during play and daily routines. For example, she gives all children key responsibilities at mealtimes, which clearly boosts their confidence and strong sense of belonging. They take turns to lay the table, be the helper or general tidier, and eagerly help to prepare their food. This significantly increases children's participation and enjoyment at mealtimes.

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

Children are very polite and manage their own behaviour extremely well because the behavioural rules are fully embedded. Sensitive reminders, positive reinforcement and displaying the rules with pictures in the playroom means children receive consistent messages. Children build excellent relationships with their friends and they collaborate extremely well together to create plays and dances.

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

Exceptionally good attention to hygiene practices and healthy lifestyles is evident at all times. Children enjoy nutritious, healthy snacks, such as fruit, and enjoy lots of fresh air and exercise. This benefits them enormously particularly as they are able to play outdoors when they wish. Children relish in making visits in the local community for trips and outings, which further promote aspects of their physical play. For example, regular trips to the fields to see the animals support children's physical development and enriches their understanding of the wider world.

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

Children are extremely well-prepared for the move to school and for their future learning. This is because children learn exceptionally positive skills and attitudes to exploring and learning, building friendships and their self-care. Adults forge superb links with schools and have developed excellent relationships with the teachers. The childminder and co- minder have plans to further this and have arranged for the teacher to attend the setting for a number of sessions to help children begin to build relationships with her.

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provision

There is a buzzing atmosphere in the setting because the childminder and co-minder are proactive and passionate about childcare. Their energy is infectious, which has a very positive impact on each other, children and parents. The childminder has a secure understanding of all safeguarding procedures, ensuring children are protected from harm and neglect. There is a clear policy in place to inform practice and it has the necessary details to refer any concerns to the appropriate agency. All of the required policies, records and procedures are skilfully implemented, promoting an inclusive and safe environment for all children. The childminder and co-minder evaluate their practice and develop future plans to concentrate on improving learning outcomes for children. They both have a good awareness of their individual strengths and fuse these together to ensure children are getting the best practice and care in the setting. The self-evaluation

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provision

system includes parents' questionnaires and feedback into this process. For example, parents say, 'my daughter has thrived since joining Little Ladybirds' and 'development is forever progressing'. The childminder is dedicated to improvement of the setting and is keen to complete any training to update her knowledge and skills.

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provision

The childminder uses her knowledge and understanding of the learning and development requirements and involves children in a wide range of good quality learning activities. Observations and assessments are used as an essential tool to help plan so that children make good progress in their learning. The childminder monitors children's progress very well and has a strong awareness of their abilities and skills. The well-thought out planning helps ensure that they cover each area of learning with adult-led activities or provide available resources to support children to initiate their own learning. The childminder is aware that children develop at their own rate and values their own ideas and thoughts.

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provision

Partnerships with parents are well-established, ensuring children's overall development is effectively enhanced while meeting their needs and supporting smooth transitions to nursery or school. Parents are able to share information about their children with the childminder and they discuss children's progress when dropping off and collecting their children. The childminder has a clear understanding of her responsibility to work in partnership with other childcare providers and professionals to enhance learning opportunities. She has established links with local agencies and schools to support all children to ensure continuity of care and learning for all children.

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The Childcare Register

The requirements for the compulsory 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 EY454166 Local authority Kirklees Inspection number 892914 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 11

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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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