Stacey Jade Thompson

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 and this contributes towards the good progress children make in relation to their starting points.  Children enjoy warm, caring relationships with the childminder, effectively supporting their personal and social development.  There are superb links with schools and 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.  Lots of praise and encouragement help the children to become confident in their own abilities, fostering their independence and ability to make healthy choices and keep themselves safe.  The childminder has a good understanding of safeguarding children and give high priority to their safety.

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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 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 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 a 'What time is it Mr Wolf' game in the outdoor area.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with her co-minder in the co- minder's house in Liversedge. They operate as a business under the name of Little Ladybirds. The family has a dog. 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, for example, by providing resources for den making, large construction, planting and growing

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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, for example, by 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 knowledge of the seven areas of learning to fully support all children's development. Effective monitoring of these ensures that all aspects are included successfully. Overall, planning is well-thought out and meets children's individual needs well. Individual learning files are in place for all children and these include photographs, creative work, observations and assessments. These are all linked to the areas of learning and are used to identify the next steps in each child's development. The childminder works closely with parents to support children's learning from the start. Ongoing discussion and sharing of children's learning files ensures that parents remain involved and up-to-date about their child's progress. This together with the childminder's positive engagement and interaction with children, helps to combine their learning, particularly in their prime areas

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who attend

of development; showing the quality of teaching is good. Assessments are used effectively to plan for their next steps in learning and, as a result, the childminder provides suitable activities, experiences and challenges. There is a successful system in place to carry out the required progress check at age two.

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who attend

The childminder provides a rich learning environment indoors covering all areas of learning. She sets 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 as rich range of resources as the indoor environment, to fully enhance children's learning. Children enjoy their time with the childminder and co-minder and 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. This helps children to develop the characteristics of effective learning. For example, children are provided with interesting toys and equipment that foster their curiosity and imagination. As a result, children are keen to find out how things work and talk enthusiastically about their discoveries as they role play 'petrol stations'. The

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who attend

childminder communicates well with children, asking questions which help them to think and find out things for themselves, such as, 'Where do we put the petrol?' She uses simple questions, such as, 'Which one could it be?' and 'What do you think?' This promotes children's thinking and problem solving skills. This gives them confidence to say and apply their own ideas in play. However, further opportunities to take part in activities to extend their understanding of the world around them have not been explored, such as exploring real-life materials and tools.

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who attend

Children develop their creative and thinking skills on a daily basis where interactions challenge the children effectively. The childminder speaks to children constantly about what they are doing, talking expressively to them as a matter of routine. She encourages children to extend their vocabulary through questioning and explanation as they gain confidence in constructing sentences. Children enjoy singing and choose which song they want to sing. The compact disc player is used to teach the children phonics. 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. Children also engage in listening games using the compact disc player where they recognise and respond to sounds they hear. Younger children enjoy babbling, increasingly experimenting with sounds, and creating personal words. The childminder listens actively

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who attend

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 emotional development is supported well.

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

Children settle extremely well because the childminder takes time to find out about the children's preferences, needs and routines. For example, information is exchanged in the form of an 'All about me' sheet to ensure that specific dietary needs and allergies are catered for and that any medical needs are known and accurately met. This helps to ensure care is consistent so children make the transition from their home into the childminder's care with ease. Settling-in sessions are offered to parents to ensure that children have sufficient time to form strong attachments with the childminder and co- minder. As a result, children quickly feel at ease with the childminder's and begin to form strong relationships. Children learn about safety through the childminder's calm reminders and expectations. For example, they are reminded to sit on their bottoms on the chairs at mealtimes so that they do not fall off or choke. The childminder is an excellent role model

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

and follows well-established hygiene routines. The children develop excellent self-care skills, for example, washing their hands independently. They practise routine hygiene procedures and learn the importance of hand washing. Parents send children food and snacks into the setting. The childminder provides fresh drinking water and juice for the children in their individual drinking cups.

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

The relationship between the key person, 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 high levels of 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 extremely 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,

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

inclusion and learning during play and daily routines. For example, children are given responsibilities at mealtimes, which clearly boost 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

The childminder gives clear indication as to how she expects children to behave, for example, praising their good playing and thanking the children for tiding up. Children gain an extremely good understanding of how to keep themselves safe. They negotiate the space safely and learn how to behave when in the different areas of the provision. They regularly practise the evacuation drill so they know how to leave the premises safely in an emergency. Children gain in confidence and self-motivation as they use their own ideas in their play. The childminder rotates resources to give children those that they are interested in and those that challenge their development. Children enjoy lots of fresh air and exercise and benefit enormously from being able to play outdoors when they wish. Children relish using the local community for trips and outings, which further promotes aspects of their physical play. For example, regular trips to the fields to see the animals

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

support children's physical development and enrich 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 an energetic atmosphere because the childminder and co-minder are proactive and passionate about childcare; their energy is infectious, having a very positive impact on each other, children and parents. The childminder understands fully how to keep children safe. She has attended child protection courses to extend and refresh her knowledge. The childminder is familiar with the current referral procedures of the Local Safeguarding Children Board if she were to have a concern about a child. Effective risk assessments and daily checklists identify and minimise risks to children in the home and on outings. Clear procedures and well written policies guide and inform safe practice and the childminder discusses all of the safety procedures with children and their parents. The childminder has a good understanding of her responsibility to meeting the safeguarding and welfare requirements. As a result, children are well-protected from harm and neglect.

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provision

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 combine these to ensure children are getting the best practice and care within the setting. Self-evaluation includes parents' questionnaires and feedback. For example, parents say, 'Everything is fantastic' and 'they always strive to provide a brilliant service'. The childminder is dedicated to the improvement of the setting and is keen to complete any training to update her knowledge and skills.

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provision

The childminder monitors children's progress well and has a very good awareness of their abilities and skills. The well-thought out planning helps her to ensure that activities cover each area of learning with a balance of adult-led and child-led activities. The childminder is aware that children develop at their own rate and values children's own ideas and thoughts. Areas used by children are well-organised and the layout of the downstairs of the home allows them to move around the premises freely and safely. Overall, a very good range of resources are available to the children and these are easily accessible and age appropriate.

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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 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 EY460885 Local authority Kirklees Inspection number 911284 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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