Childminder in Wakefield

Inspection date

Previous inspection date 31/05/2013 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder understands the arrangements for safeguarding and is confident in being able to implement them effectively. This ensures children are safeguarded.  Practice is based on a secure knowledge and understanding of how children learn, and there are high expectations of all children. Children are provided a broad range of experiences. As a result, they make good progress in all seven areas of learning.  The childminder effectively monitors and evaluated her systems for planning and assessment. This ensures that children are provided with realistic challenges appropriate to their individual needs and stages of development.  The environment is stimulating, warm and welcoming. As a consequence, children settle quickly and feel safe.

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It is not yet outstanding because

 There is scope to enhance the way to share information about what children are able to do on entry to the setting, such as an 'All about Me' booklet.  The monitoring and evaluation of practice does not take account of the views of parents.

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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 lounge, dining/kitchen and the outside learning environment.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and the qualifications of the childminder.

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Inspection activities

 The inspector held discussions with the childminder, and carried out a joint observation.

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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 partner and 14 year old child in a house in Normanton, West Yorkshire. The whole of the ground floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends a toddler group at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently two children on roll, both of whom are in the early years age group. The provision is open from 6.45am unto 6.30pm Monday to Friday, except for family holidays.

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

 enhance ways to share information about what children are able to do on entry to the setting, such as an 'All about Me' booklet

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

 consider the views of parents to help identify targets for future improvements.

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who attend

The childminder has a secure knowledge and understanding of how children learn, and has high expectations of all children. Her systems for planning and assessment take full account of children's individual learning needs and effectively cover all seven areas of learning. The childminder correctly analyses her observations of what children are doing and learning. She uses the information to effectively plan and provide a broad range of activities with realistic challenges, appropriate to children's individual needs and stages of development. As a result, they make good progress in all seven areas of learning, and this prepares them for school.

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who attend

The systems in place effectively promote partnerships with parents but there is scope to improve the assessment on entry to her provision. They include contributions from parents about children's routines and care needs but not all of them include information about what children can do on entry. This sometimes reduces the effectiveness of her initial plans to support children when they first start at the setting. The childminder has a warm welcome for children and parents. This has enabled children to form a close bond. As a consequence, they are happy and settled, and this helps to support their personal, social and emotional development. Parents are provided with the option of giving and receiving a daily record through the use of a daily diary, text updates and verbal feedback. This helps to include parents in their children's learning and to be able continue at home.

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who attend

Children find the activities interesting and challenging, which helps them to continue to make good progress. The childminder is very observant of what children are doing, and what they show an interest in. She gives verbal support and encouragement, and uses simply constructed sentences in which she emphasises single words; such as 'well done, push'. This continues as she supports children's interest in different textures as they drop to the floor to feel the pebbles, as she encourages them to compare the 'hard' pebbles and the 'soft' grass. Children grab sand from the sand tray with both hands and look with interest at the lines left as the sand pours through their fingers further developing their sense of how things feel. The childminder effectively extends the interest shown in exploring different textures and mark-making. She introduces a treasure box with a wide range of items of varying textures, and provides opportunities for children to paint and

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who attend

make marks with their hands and brushes. This helps children to further develop their physical skills, extend their communication and language skills, and further their understanding of the wider world.

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

Good health and well-being is well promoted through effective planning that ensures children benefit from a well-equipped indoor and outdoor environment. The outdoor equipment promotes children's physical well-being and their enthusiasm for fresh air. They are encouraged to walk and explore open space, crawl through tunnels and climb steps to a small slide. This is enhanced further as the childminder makes use of the local community for walks and visiting local playgroups. This also promotes children's personal, social and emotional development as they learn to socialise with others. The childminder tries to promote good settling-in procedures for children and their parents to ease transition, but this could be further enhanced to learn more about the child at point off entry.

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

Children are provided with a healthy balanced diet that takes account of parents requests. They are provided with fresh fruit and vegetables for snacks, and they understand they need to drink when they are thirsty. Children cooperate when the childminder is applying sun cream, and there is a system to record specific allergies, or dietary needs. Good hygiene practices are well implemented. For example, children are encouraged to wash and dry their hands at appropriate times. Consequently, children are learning the importance of good hygiene practice. An exclusion policy that is implemented for children who are infectious helps to protect others. The childminder is skilled at assessing when a child needs extra support. For example, toddlers who are fairly steady walking outside on the lawn and are offered a helping hand when they decide to push a shopping trolley along a slightly uneven, pebbled path. Consequently, children are encouraged to take risks

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

in an environment where they feel safe and well supported.

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

Children are learning to develop an understanding of dangers and how to stay safe through their daily routine and activities. For example, children are fastened securely into high chairs and push chairs, and they are reminded not to throw toys. This helps children learn to behave in ways that are safe for themselves and others. Children are learning to be independent in an environment where they independently select resources and activities that interest them and motivate them to learn. This prepares them well for their future learning. The progress check at age two is completed in a timely fashion and shared with parents. There are no children attending other settings. The childminder is aware of the importance of sharing information and she has systems in place in preparation for liaising with other providers. This will promote and support children's transition into other early years settings and later to school.

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provision

The childminder demonstrates a commitment to continuous improvement. She has reflected critically on her teaching, the environment she provides and her systems for assessments. She successfully identifies priorities for improvement that includes involving parents in the evaluation of her provision, and extending the information about what children can do on entry. However, as yet these have not been effectively implemented to improve partnership with parents and benefit individual children's well-being and learning. The childminder is keen to improve her professional development and is looking at further training, such as on how to introduce maths in play in a more fun way.

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provision

The childminder has developed good systems to observe, assess and monitor each child's progress. There are no children who attend that require additional support. The childminder is aware of her responsibility to liaise closely with a wide range of professionals and work with them in order to support children and their families should they need it. Overall, the childminder has efficiently developed generally good partnership working with children's parents.

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provision

The childminder gives high priority to safeguarding. She demonstrates a good understanding of child protection and is confident in her ability to implement procedures effectively in order to protect children. All required documentation is in place and include procedures to be implemented in the event of lost, uncollected children and safeguarding. Robust risk assessments are recorded, and clearly identify possible hazards and the action taken to reduce any risks to children. Since her registration, the childminder has secured the entrance to the garden. This has improved children's safety.

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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 EY457252 Local authority Wakefield Inspection number 899330 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

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

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