Childminder in Wakefield

Inspection date

Previous inspection date 10/05/2013 13/08/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children make rapid progress across all areas of learning because they are offered a variety of stimulating and interesting activities that take account of their interests, and help them achieve their next steps.  An effective balance of child-led and adult-led activities is implemented with enthusiasm. This encourages children to participate to the best of their abilities and as a result, they make strong progress across all areas of learning.  Children are supported very well during transitions because the childminder has a very good understanding of their need for additional emotional support during periods of change.  Children who have starting points below those expected for their age, make rapid progress because the childminder has established strong professional partnerships that ensure early intervention targets their individual needs.

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It is not yet outstanding because

 There is scope to enhance parent's knowledge of how the childminder's activities promote their children's learning, and how those activities can be extended to support learning at home.  The co-childminder is not yet actively involved in the evaluation of the provision. This means his skills and knowledge are not fully utilised when assessing practice and developing action plans.

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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 play rooms and in the garden.

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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 and the provider's self-evaluation form.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is also her co-childminder, and two children aged 15 years and five years, in a house in the Hall Green area of Wakefield. The whole of the ground floor, one bedroom and the rear garden are used for childminding. The family has one dog and three cats as pets.

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Information about the setting

The childminder attends a toddler group at the local church 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 and pre-schools.

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Information about the setting

There are currently nine children on roll, eight of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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Information about the setting

The childminder has attained Qualified Teacher Status and is a member of the Professional Association for Childcare and Early Years.

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

 enhance the systems already in place for sharing information with parents, by further developing their understanding of how activities promote their children's learning and how those activities can be extended to support learning at home

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

 extend current monitoring and evaluation of the provision to enable the co- childminder to be more actively involved, thus ensuring his skills and knowledge are fully utilised when developing the action plans for the setting.

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who attend

Children in the childminder's care enjoy a welcoming and stimulating environment where a wide range of resources encourage them to explore, and capture their interests. She has a detailed understanding of the Early Years Foundation Stage and this means she provides exciting and imaginative activities that support children's progress across all areas of learning. Differentiation in planning ensures all children are able to take part to the best of their abilities because the childminder takes into account each child's individual interests and their next steps. Educational programmes are carefully planned to help children make connections in their learning. For example, children explore growth and change by monitoring the lifecycle of a caterpillar. They make connections in their experiences by learning how food and water contribute to their own growth and development. Their knowledge is extended further by monitoring the growth of their own fruit and vegetables

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who attend

The childminder obtains information from parents about children's starting points when they first enter the setting and their interests. She has high expectations of all the children she cares for and there is a strong focus on learning in the prime areas for the youngest children. The development of communication skills is promoted effectively during child-led music time, lively stories and every day discussions. As a result, children demonstrate a very good understanding of communication and language. The childminder enthusiastically participates in children's play, for example, role play with small world toys. This helps them to build narratives, make links in their learning and develop their ideas. For example, they make connections between the ducks in the village pond and their own experience of feeding the ducks.

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who attend

There is an effective balance of child-led and adult-led activities. This means children are able to enjoy free play and follow their interests while also experiencing structured small group activities. As a result, this helps to prepare them for the learning environment they will experience when they move on to school. Children develop their understanding of equality and diversity through a variety of resources and activities, such as stories, role play and food from around the world. Trips to the zoo and the local farm mean they enjoy learning in the outdoor environment and this helps to develop their knowledge and understanding of the wider world.

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who attend

Through observations, the childminder records individual children's achievements and the activities they enjoy. She has a thorough understanding of children's stages of development and accurate assessment of their progress, means she can share detailed information with other professionals and early years providers. Feedback about children's progress is shared with parents on a daily basis. A 'WOW board' also celebrates their milestones and achievements. Parent's comments show they are happy with their child's progress, for example, 'you clearly understand and have recognised his areas for improvement'. Activities children have completed are shared with parents and children's next steps are discussed. However, information about how activities can be extended to support children's learning at home is not always shared. This means that parents are not fully supported in helping their children to achieve their next steps. The required progress

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who attend

check at age two has been completed and shows children are meeting the expected targets for their age across all areas of learning.

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

Children in the childminder's care demonstrate they are happy and settled. They are confident and sociable as they play independently and choose from the resources available. The childminder co-minds with another childminder and they work very well together, ensuring the service they provide meets the individual needs of all the children who are in their care. Children demonstrate very strong attachments to their chosen adults and this means their need for emotional support is met very well. Parents comment that the childminders are 'amazingly caring and wonderful people'. Settling-in visits are planned with parents and take into account the individual needs of each child. As a result, they enjoy continuity in their care. When children move on to the local nursery, the childminder accompanies them during transition visits and this ensures they receive high levels of support during periods of change.

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

The childminder is an excellent role model and through effective teaching, even the youngest children are learning to work together and consider each other's needs. As a result, they are developing robust peer relationships. They demonstrate behaviour which is kind as they play alongside each other, share and take turns. Children attend a playgroup at the local church and enjoy activities at the local children's centre. This enables them to build relationships within a bigger peer group, therefore, preparing them for the larger social environment of the local school.

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

Children enjoy outside play in all weathers where they develop physical skills. The outdoor area is planned well, with a large variety of resources, to ensure children of all ages can enjoy the outdoor environment. They also enjoy outdoor play in the community during visits to the local park and places of interest. Children benefit from a range of healthy snacks and home-cooked vegetarian meals. Parent's suggestions for meals are sought and the childminder seeks feedback on the menu they provide. Through every day practices children demonstrate their independence in attending to their own personal needs. Children learn personal hygiene through robust daily routines and this ensures they are independent in their self-care when they move on to school. They gain an understanding of risk because the childminder encourages them to explore independently. The childminder holds a current first aid certificate which means she can give appropriate

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

treatment if there is an accident to a child in her care.

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provision

The childminder demonstrates a high level of commitment to personal development. She attends training to improve her knowledge and skills and this enables her to provide good quality teaching. She has completed child protection training to develop her knowledge of how to keep children safe and demonstrates a comprehensive knowledge of child protection issues. Children's safety is given high priority across all areas of the provision. Daily checks ensure the setting is safe and suitable for children. Risk assessments to safeguard children when in the setting and out on trips are in place and reviewed regularly. Records are kept of all visitors to the setting. 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 are implemented.

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provision

Through on-going evaluation, the childminder accurately assesses her practice. She demonstrates a good understanding of her strengths and has clear action plans in place to address identified areas of weakness. For example, she has improved her outdoor area to provide babies with more space for outdoor play. She seeks the views of parents through questionnaires and daily discussions. Their suggestions are valued and incorporated into her practice, such as, including children in the preparation of meals. She obtains children's ideas and opinions through discussion and monitors the success of educational programmes through observations. The childminder also attends a childminder support group where she shares aspects of good practice. Although she has a strong working partnership with her co-childminder, he is not yet actively involved in evaluating the provision. This means his skills and knowledge are not fully utilised to assess the provision

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provision

Partnerships with other settings, such as, the local schools, the local children's centre and other early years providers, 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 works in partnership with other professionals, such as, physiotherapists, to promote learning for children who are not meeting the expected milestones for their age, and this ensures they make strong progress from their starting points.

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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 EY388376 Local authority Wakefield Inspection number 892823 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 9

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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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