Childminder in Kirklees

Inspection date

Previous inspection date 09/04/2013 19/11/2012

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early years provision

This inspection: 3 Previous inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children experience educational programmes that reflect their preferences for learning as planning takes into account their individual needs and interests.  Children are given appropriate support during transitions because the childminder has a good understanding of their emotional needs when they are experiencing changes in their lives.  Children's care needs and independence are supported well because the childminder shares detailed information with parents. This means she has a thorough knowledge of each child's individual needs.

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It is not yet good because

 Observations are not used consistently enough to ensure assessment of children's progress is up-to-date. This means information about their next steps is not always accurate enough to ensure planned activities provide them with sufficient challenge.  Self-evaluation is not used effectively to drive improvement in the setting because it is not robust enough to accurately identify all areas of weakness.  The childminder is not meeting the statutory requirements of the Early Years Foundation Stage, because she has not attended child protection training to update her knowledge.

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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.

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Inspection activities

 The inspector asked the childminder questions at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of practitioners working with children.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, one adult child and one child aged 15, in a house in Mirfield. The whole of the ground floor and the rear garden are used for childminding. The family has a cat as a pet.

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Information about the setting

The childminder attends a toddler group and activities at the local Salvation Army centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently seven children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.15am to 7.30pm, Monday to Friday, except bank holidays and family holidays. The childminder cares for children with special educational needs and/or disabilities. She is a member of the Professional Association for Childcare and Early Years.

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must:

 attend child protection training to improve knowledge of safeguarding and meet the current statutory safeguarding and welfare requirements of the Early Years Foundation Stage.

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

 improve the use of observations to provide a more accurate and ongoing picture of children's development, ensuring that educational programmes provide them with sufficient challenge, and help them make the best progress in all areas of learning

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

 develop self-evaluation to ensure provision is reviewed consistently, areas for improvement are accurately identified, and action is taken to address weaknesses in practice.

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who attend

The childminder has a sufficient knowledge of the learning and development requirements of the Early Years Foundation Stage. She applies her knowledge appropriately to ensure children enjoy educational programmes that provide interesting experiences across all areas of learning. For example, children grow their own fruit and vegetables in pots and in the greenhouse. They use them in cooking lessons to promote their understanding of healthy eating. They are supported in making connections between different aspects of their learning during a visit to allotments, where they see fruit and vegetables grown on a bigger scale. The childminder encourages children to work together to help each other rather than always seeking adult support and in doing so they become confident to share their skills. In a role play activity, a child is observed helping another child to find suitable clothes for dressing-up.

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who attend

Observations and assessments ensure children's starting points, interests and next steps are identified. The childminder uses them to inform planning and as a result, educational programmes are, overall, appropriate to children's ages and stages of development. For example, small group activities where children share and take turns are planned to promote personal, social and emotional development. However, the use of observations and assessments is inconsistent. This means the information about children's next steps is not, always, up-to-date and accurate. As a result, children are not being fully supported across all areas of learning, because sometimes planned activities do not present them with enough challenge to ensure they make the best progress.

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who attend

A balance of child-led and adult-led play is sufficient to ensure children make reasonable progress in their learning and development. Children's understanding the world is promoted through a variety of resources, such as small world play and stories. They develop their understanding of different cultures by trying different foods in a varied menu, and taking part in a 'food tasting' game. They also develop their understanding of technology and make connections in their ideas, by completing research on the computer when focusing on different topics, such as cultural festivals. Children with special educational needs and/or disabilities are part of their everyday lives, and through simple, age-appropriate explanations they are learning to understand each other's differences. Children enjoy outdoor play in all weathers. They learn to risk assess for themselves and keep themselves safe, such as learning about road safety during regular walks to school.

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who attend

They visit local parks where they enjoy using large play equipment, and nature walks in the woods provide them with opportunities to explore and learn about the natural environment.

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who attend

Information about the learning and development requirements of the Early Years Foundation Stage is shared with parents through daily exchanges of information, observations and termly assessments. Information from observations and assessments is used to complete the progress check at age two. Parent's knowledge about children's experiences of learning at home is used effectively to support children's learning and development. As a result, children enjoy consistency in their learning.

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

The children in the childminder's care demonstrate they are able to feel safe. Children are supported well during settling-in periods, developing strong relationships with familiar adults. The childminder shares information with parents about children's home lives and as a result, they experience appropriate levels of support during periods of transition. Children are confident around visitors and are happy as they explore and investigate resources independently. They comment that they enjoy coming to the setting and would like to still attend when they move on to school. The childminder is a positive role model. She demonstrates good manners and praises the children when they say 'Please' and 'Thank you'. This is helping children to form secure peer relationships based on mutual respect. They demonstrate behaviour that is kind as they share and help each other. As a result, children are sufficiently prepared for the larger social environment they will

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

experience in school. Daily routines such as tidying up, encourage children to contribute to everyday tasks and gives them responsibilities that promote their self-esteem.

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

The childminder is knowledgeable about individual children's likes and dislikes, and their care routines, because she shares information with parents each day. Children are developing an appropriate understanding of self-care through everyday hygiene practices, such as washing hands and brushing teeth. Those who are old enough use the toilet independently and this helps their preparation for school. Even the youngest children are encouraged to learn how to dress and undress competently. Drinks are available at all times and children are beginning to understand how a healthy diet promotes overall well- being, as they choose from healthy snacks. The childminder attends to the dietary needs of individual children and nutritious home-cooked food provides them with meals that are healthy and balanced. The childminder supports children to develop an understanding of physical exercise with regular trips to the park and planning nature walks.

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provision

The childminder shows an adequate understanding of child protection issues, and sufficient attention is given to children's safety to ensure they are kept safe at all times. For example, a password system ensures children are only collected by designated people. The childminder ensures the setting is safe and suitable for children and she follows risk assessments and procedures to safeguard children when in the setting and out on trips. However, the childminder has not completed child protection training to update her knowledge. Although this has little impact on the children because her knowledge is generally sound, she is not meeting the current statutory requirements of the Early Years Foundation Stage. The childminder supports parents' understanding of her practice by providing them with copies of the policies and procedures, so they are clear about the service she provides. Procedures regarding the use of mobile phones and cameras by

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provision

assistants and older children who attend the setting are also implemented. The childminder holds a current first aid certificate which means she can give appropriate treatment if there is an accident to a child in her care.

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provision

The childminder understands her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. Planning is flexible and takes account of children's interests, next steps and preferences for learning. The childminder consults with parents through daily feedback. She responds positively to any suggestions, enabling parents to be involved in the evaluation of her provision. For example, she asks them if there are any areas of learning they would like her to focus on and asks them for ideas for outings. Established partnerships with the local school and nursery ensure information is shared to support the care of children, and provides a smooth transition process for children moving on to the next stage in their learning. The childminder provides care for children who have special educational needs and/or disabilities and the professional partnerships she has in place support early intervention.

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provision

Through team meetings with her assistants, the childminder evaluates her provision and has identified some areas for improvement, such as developing the outdoor area. However, the monitoring of her provision is not robust enough to identify all areas of weakness. Action taken primarily focuses on the actions and recommendations made in previous inspections, rather than from detailed evaluation. As a result, some areas of weakness are not identified, such as the lack of child protection training.

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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 310902 Local authority Kirklees Inspection number 907568 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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

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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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