Childminder in Wakefield

Inspection date

Previous inspection date 17/05/2013 17/10/2011

p.1

early years provision

This inspection: 1 Previous inspection: 2 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 1

p.1

This provision is outstanding

 The childminder meticulously plans for children's individual progress across all areas of the provision and her assessments are rigorous. Therefore, her understanding of children's individual learning needs is excellent. This means children make very rapid progress in their learning given their starting points, including children who speak English as an additional language.  The childminder has excellent relationships with the children and following her recent house move she organises the playroom so that it mirrors her previous home. Therefore, the environment for children is very familiar and this effectively supports their emotional security and means they settle extremely well into their new surroundings.  Parents actively contribute to their child's progress record, recording their observations across all areas of learning so that the childminder has a robust and secure understanding of children's progress in the setting and at home. Therefore, planning for

p.1

This provision is outstanding

continuity in children's learning is highly effective.  The children are very happy, sociable and confident children. They are well motivated and very eager to join in the wide range of safe, simulating and exciting activities that they access independently indoors and outdoors.  Highly successful self-evaluation and reflective practice means the childminder has high aspirations for herself and children. Therefore, any improvements enhance the already effective, consistent and well-established practice.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector arrived at the setting, she had a tour of the premises and observed children playing in the playroom and outdoors.

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and completed a joint observation.

p.2

Inspection activities

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

p.2

Inspection activities

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

p.2

Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 12 years and eight years in Pontefract, Wakefield. The whole of the ground floor, the first floor bathroom and garden are used for childminding. The family has a dog as a pet.

p.3

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.

p.3

Information about the setting

There are currently nine children on roll, of these, three are in the early years age group and they attend for a variety of sessions. The childminder operates all year round from 6.30am to 8pm, Monday to Friday, except family holidays and Bank holidays. She is a member of the Professional Association for Childcare and Early Years . She supports a number of children who speak English as an additional language.

p.3

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

 enhance further opportunities for older children to create and design their own structures on a larger scale by providing additional resources that they can move and combine in different ways, such as milk crates, guttering, large boxes, and pieces of material, tyres and barrels.

p.3

who attend

Children make rapid progress in their learning given their starting points because the childminder has an excellent understanding of the learning and development requirements. In the playroom and outdoors she consistently provides a rich and stimulating range of activities and resources across all areas of learning. Children move freely between the indoor and outdoor environment and through effective organisation of resources in both areas, children access them safely and independently. Therefore, they are highly motivated and enthusiastic learners because they initiate their own play and engage in activities they enjoy. For example, children excitedly watch the hungry caterpillar programme, they colour their own puppet caterpillars and when looking at the book they listen attentively and use their puppets to act out the story. This activity effectively supports young children's literacy development.

p.3

who attend

The childminder's robust and accurate observations enable her to effectively monitor children's progress across all areas of learning. She has an excellent understanding of their likes, abilities and learning needs. Therefore, she plans a wealth of activities that support children in making rapid progress in their learning given their starting points. This means children are well-prepared for school because they acquire the skills needed to support them as they embark on this next phase of their learning. For example, she encourages children to be independent by putting on their own coats. Children also find their name and 'self-register' when they arrive at the setting because it mirrors practice in the local school. The childminder's planning is meticulous and through her wide range of observations she accurately identifies children's specific learning needs. She plans focussed activities to support this across all areas of learning. The childminder considers

p.4

who attend

her continuous provision indoors and outdoors, such as water, sand, construction, role play and books. She looks at ways to enhance this provision to support individual children's progression. This means whichever activity children play with, the childminder knows what she can do to enhance and promote optimal challenge in children's learning in this area.

p.4

who attend

The childminder is extremely enthusiastic, motivated and highly engaged in children's play, which means children's relationships with her are excellent. She interacts very well with children and asks a wide range of questions. The childminder is specific with praise so that children are aware of their own goals and successes. This models extremely well the characteristics of effective learning. This results in children being motivated and engaged learners who are able to express their own ideas and solve problems effectively. These positive relationships and effective communication also supports children's progress in their language and communication skills. The childminder is very sensitive to children who are learning English as an additional language. Through effective communication with parents she is aware of key words children use at home, such as drink, toilet and hello. This means she can effectively communicate with children, while encouraging them to

p.4

who attend

Through fun and a wealth of activities, the childminder effectively promotes children's development in understanding the world. For example, children access a wide range of resources that help them learn about simple technology and how things work, such as listening to stories on the computer. The childminder successfully incorporates children's individual cultures and customs into the setting. For example, she recognises key dates and celebrations of all cultures and ensures children celebrate these at the right time, such as Polish Christmas celebrations and father's day in France. Therefore, all children have high self-esteem and a positive self-image and it means children from all backgrounds have high regard and respect towards all people in society. The children's progress in mathematical development is very good. Through fun activities, such as baking young children learn about measure, weight and volume. The childminder consistently and

p.4

who attend

instinctively uses a wealth of mathematical language in everyday play so that children understand simple mathematical concepts. For example, she encourages children to count the fruit in the story, she talks about size and shape when describing fruits and through pictorial routines and clocks, children learn about time.

p.4

who attend

Children have excellent opportunities to handle and use small tools, for example, they use pencils when drawing their caterpillars. Through construction activities they access a wide range of resources such as 'tool boxes' that they can use to fix things together in different ways, such as clicking, twisting, pushing or slotting. This provides excellent opportunities to promote children's physical development. The childminder fosters children's development in expressive arts and design very well. She provides a wide range of experiences for children to engage in role play and children have free access to art materials so that they can express their imagination and creativity at all times. Although the childminder's resources are extensive, by providing more resources she can further enhance children's creativity and imagination so that they can design and create structures on a larger scale. For example, by providing resources they can use in different

p.4

who attend

ways, such as pipes, large boxes, pieces of material, tyres and barrels.

p.5

who attend

The relationships with parents are excellent. The childminder works extremely well with them so that she successfully meets children's individual needs. Through discussions, diaries, an 'all about me' booklet and 'this is my child' form, she gathers comprehensive and detailed information about children's starting points, routines and likes. On a regular basis parents take home their child's progress records, which includes a copy of the Development Matters in the Early Years Foundation Stage document. In this document, they share their observations of children's progress at home, across all areas of learning. This means the childminder has a first rate understanding of what parents feel their children can do. This enables them to work together to identify children's learning needs and means they can discuss openly any discrepancies in their findings. This means planning for children's progress, readiness for school and individual needs is highly

p.5

who attend

effective because of this exemplary partnership working.

p.5

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

The children are extremely happy and they feel very safe and secure in the childminder's care. This is because they have formed strong bonds and excellent relationships with her. The childminder knows children extremely well because she gathers comprehensive information about their needs when they first start at the setting. In addition, highly effective settling-in-visits mean that children settle very quickly into her setting. Furthermore, through meticulous planning and being very sensitive to children's emotional well-being, the childminder effectively supports children's transitions. For example, following her recent house move, she set up her new playroom to mirror the one in her old home, such as organising resources and posters in the same place. Therefore, the learning environment for children was very familiar and children immediately feel safe and secure in their new surroundings. Children also attend a variety of toddler groups where

p.5

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

they learn to socialise with children and adults away from the childminder's home. This has a very positive impact on children's confidence. This promotes extremely well children's personal, social and emotional development.

p.5

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

The childminder use of praise is excellent and she ensures children know exactly why she is pleased with them. For example, she provides certificates to recognise children's bravery when they attend hospital appointments. In addition, during play, she positively talks to children about their successes, such as how well they listen very well to the story. 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. Therefore, children have harmonious relationships with their peers and they develop excellent social skills as they play cooperatively with each other. The childminder listens to children and she values their contributions. Therefore, she incorporates their ideas and choices into the planning of the day extremely well. The children have excellent opportunities to be independent and to

p.5

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

develop their self-care skills. For example, they have free access to a rich and stimulating environment indoors and outdoors so that they make their own choices in play and they independently wash their hands before snack.

p.6

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

The childminder promotes children's understanding of health and the importance of leading a healthy lifestyle extremely well. The childminder provides a healthy and nutritious diet which incorporates five portions of fruit and vegetables each day. She plans an excellent range of activities for children to learn about making healthy choices. For example, she talks about foods that help children grow when reading the 'Hungry Caterpillar' story and children taste, grow and bake with a wide variety of foods. In addition, through her discussions, she is sensitive to issues, such as obesity and smoking so that children understand about making good health choices in later life. Through excellent and consistent routines, children's understanding of effective health and hygiene practices is exceptional. This is because they routinely engage in activities, such as hand washing, which means they know about germs and illness. Through regular outings, walks

p.6

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

and free access to the outdoor environment, children have excellent opportunities to be active and to access fresh air. This means children make rapid progress in their physical development and it means they understand the importance of exercise and leading a healthy lifestyle. For example, children climb, balance, run, kick balls and move actively on a daily basis. The childminder involves children in a wide range of activities that help them learn about safety. For example, in her detailed planning she covers topics, such as road safety, stranger danger, water and electrical safety. In addition, she is using the imminent visit from the fire department to the home to help children learn about fire safety and safe evacuation from the premises.

p.6

provision

The childminder has an excellent understanding of her responsibilities in meeting the safeguarding and welfare requirements. Her high regard to safety means that children play in a safe and clean learning environment. For example, in her new home, the childminder immediately carries out a thorough and detailed risk assessment of all areas children access and the garden. Therefore, her prompt action and upmost priority to making her new home safe, means she puts in place effective precautions to minimise accidents. The childminder maintains a comprehensive range of written policies and procedures so that she effectively meets all welfare requirements. For example, her registers of attendance are accurate, her written documentation contains detailed consents from parents, including administrating medication and using her car. This detailed documentation means the childminder has taken effective action to rectify actions

p.6

provision

raised at her last inspection so that she keeps children safe. In addition, a recent incident resulted in Ofsted issuing a warning letter to the childminder, and as a result she has a secure understanding of the significant events that she must inform Ofsted. Consequently, she immediately informed Ofsted of her house move, which means she fully complies with requirements.

p.6

provision

The childminder has an excellent understanding of child protection issues. She accesses training on a regular basis so that she has a secure and robust awareness of potential signs of abuse and neglect. The childminder has comprehensive information from her local authority regarding who she must contact if she has any concerns about the children in her care. In addition, her own written safeguarding policy clearly outlines the upmost priority she places on reporting concerns so that children in her care are protected from harm.

p.7

provision

High priority is given to improving the provision so that all children develop, thrive and learn to their full potential given their starting points. Self-evaluation and reflective practice is rigorous. Therefore, the childminder successfully identifies areas to improve, having high aspirations for herself and children. She sets targeted goals that are pertinent to the children in her care and she ensures improvements place a strong emphasis on maintaining high levels of achievement for all children. All recommendations from the last inspection have been successfully addressed. For example, through improving how she uses her observation to monitor children's progress, the childminder has a sharper and more focussed understanding of each child's learning priorities. This means she plans a rich, stimulating and fun learning environment to support all children in making rapid progress in their learning.

p.7

provision

The childminder's enthusiasm and dedication to her work with the children is inspirational and this is reflected through her strong commitment to promoting a well-established programme of professional development. For example, through the recent completion of an early years qualification at level 3, the childminder has significantly enhanced her understanding of how young children learn and her role in supporting this. Therefore, she uses this knowledge and expertise to enhance all aspects of her service and the outcomes for children's learning. In addition, her enthusiasm and commitment to provide the best for children is reflected in how efficiently and quickly she set up her new home so that she did not hinder children's learning or choices. Through regular parental questionnaires and discussions with children, the childminder effectively involves others in her self-evaluation. As a result of these discussions, the childminder purchases resources to reflect children's

p.7

provision

The childminder has excellent relationships with parents. They actively and consistently contribute to their child's progress records and they through 'parent comment' forms, parents share aspects of their child's learning they want the childminder to support. For example, toileting, pencil control and literacy. This highly effective communication contributes to meeting children's individual needs and effectively promotes continuity when planning for children's learning. Comments from parents are extremely positive about the care children receive. They state they are extremely pleased with the care provided, that their children are happy, safe and that they have no concerns about the care children receive. Children's needs are exceptionally well met through excellent partnership working with other settings involved in children's care, such as nursery. For example, following feedback from other settings, the childminder uses a 'self-register'

p.7

provision

system for children so that it mirrors practice in other settings. As a result of excellent partnership working, children receive complete continuity of care and education and are thoroughly prepared for their next stage in their learning, such as starting school. 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 any identified needs children may have. In addition, through her precise assessment, consistent observations and excellent partnership working, she supports all children progression, including those who speak English as an additional language.

p.8

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

p.8

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.

p.9

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.

p.9

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.

p.10

Setting details

Unique reference number EY269619 Local authority Wakefield Inspection number 892807 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

p.10

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.

p.10

Type of provision

For the purposes of this inspection the following definitions apply:

p.10

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.

p.10

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.

p.10

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.

p.11

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,

p.11

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’.

p.12

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.12