Childminder in Kirklees

Inspection date

Previous inspection date 09/05/2013 07/05/2009

p.1

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

p.1

This provision is good

 Planning is individual and provides interesting and challenging activities for children. This ensures that they continue to make good progress towards the early learning goals.  Progress checks at age two years are completed in a timely fashion and shared with parents and others. This ensures there are no gaps in learning.  The childminder clearly understands how children learn. Her practice is consistently good as she promotes learning through her secure knowledge and understanding of the Early Years Foundation Stage.  The childminder is a good role model and provides clear expectations for good behaviour. Children are happy, well behaved and show good levels of independence, curiosity and imagination. This helps them develop a good disposition to learning.

p.1

It is not yet outstanding because

 The quality of the information gathered about what children can do on entry to support high quality planning from the start is inconsistent.  On rare occasions, the childminder does not fully utilise opportunities to talk about quantities to fully support children's understanding of mathematical concepts, such as full and empty.  Occasionally the childminder is not always specific about what she has offered praise for. This does not fully support children's understanding of what they have done well.

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 observed activities in the lounge, conservatory and garden.  The inspector looked at children's assessment records and planning documentation.

p.2

Inspection activities

 The inspector looked at a range of other documentation including the provider's policies and procedures, recording systems and children's information.

p.2

Inspection activities

 The inspector took account of the views of parents' written comments provided for the inspection, and from information included in the childminder's parental questionnaires.  The inspector held discussions with the childminder about her improvement plans.

p.2

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 child aged eight years in Dewsbury. The whole ground floor of the house and the rear garden are used for childminding. The family has a rabbit 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. She collects children from the local schools and pre-schools. There are currently six children on roll, three 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 6pm, Monday to Friday. She is a member of the Professional Association for Childcare and Early Years. The childminder holds an appropriate early years qualification at level 3 and she employs one member of staff.

p.3

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

 enhance ways that encourage parents to share information, in particular about what their children can do on entry

p.3

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

 model and encourage use of mathematical language to further promote children's understanding and use of mathematical concepts

p.3

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

 offer children specific praise, especially when noting effort, such as how the child concentrates, to further promote children's understanding of what they have done well.

p.3

who attend

The childminder has a secure knowledge and understanding of how children learn. She has high expectations of all children and her practice is consistently good. The childminder observes and takes an active interest in what children are doing, and uses this information to plan activities and play opportunities that children find interesting and challenging. This improves children's learning. Children have developed good skills in personal, social and emotional development, physical development, and communication and language. This is preparing them well for school. The childminder provides a good range of resources, both inside and outside, uses questions that help children to think, and times her interventions well. This extends children's learning and encourages them to use of their imagination. For example, when children are playing with the fire station, the childminder extends the play by asking what is happening and what can they do. The childminder looks for the fireman

p.3

who attend

and children shout 'here he is'. They take him down the pole, out of the door and through the upstairs window, and gradually bring in the use of the fire engine and hospital.

p.4

who attend

The childminder constantly holds conversations with children. She listens to what they say and answers their questions clearly. Consequently, they develop good skills in communication, which is demonstrated through their use of complete sentences and descriptive words. The childminder has clear expectations for good behaviour. This means children have a clear understanding of boundaries, they are well behaved and learning how cooperate with others. They respond well to praise and encouragement, but the childminder is not always specific about what she is praising, so they do not always understand what they have done well. The childminder is helping children to develop their physical skills. They are provided opportunities to run and jump and use large play equipment. This means they are developing good balance and coordination skills. The childminder is skilled at bringing colour and numbers into children's play, such as when

p.4

who attend

they name the colour of the cars they are playing with, and count before throwing and catching a ball. This helps children learn to count and differentiate between colours. Children enjoy playing in the sand pit with spades and buckets, but the childminder does not fully utilise such opportunities to talk about quantities. This does not fully support children's understanding of mathematical concepts, such as full and empty.

p.4

who attend

Children's progress is very well recorded and the childminder confidently identifies the correct development bands that children are presently working within. Planning takes full account of children's individual learning needs and ensures that all seven areas of learning are well covered. This is further supported by the evidence of written observations, children's work and photographs that are well presented in children's progress files for parents. Systems in place to promote partnerships with parents and other early years providers are mostly effective. This helps to promote the learning and development of all children. For example, the assessment on entry to her provision includes contributions from parents about children's routines and care needs. There is some scope for improvement as not all of them include information about what their children can do to enable the childminder to provider consistently high quality planning from the start.

p.4

who attend

However, as time progresses, consistently effective ways to share information are in place, and parents contribute to their children's ongoing progress record by sharing their own observations of what their child can do at home. The childminder has also developed links with the school nursery children are to attend. As part of the transition process, she provides information about what children are learning, for example; the progress check at age two years and their progress records. This ensures there are no gaps in learning.

p.4

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

Good health and well-being are promoted by the childminder. For example, children play outside in the garden, which is well resourced with equipment that promotes their physical well-being and their understanding of the need for fresh air and exercise. They go on walks within their local community, use the facilities at different playgroups and children centres, and visit the local park. This also promotes their personal, social and emotional skills as they learn to socialise with others and gain an understanding of acceptable behaviour.

p.4

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

Children are provided a healthy balanced diet. There is a combination of fresh fruit and vegetables, light sandwiches and hot meals. Details of meals are provided to parents, and there are systems in place to record special dietary needs and/or allergies. Children are observed to enjoy helping themselves to a snack of fresh fruit and crackers, and a drink when they are thirsty. This shows they are learning to care for themselves. Good hygiene practices are well implemented. Children wash and dry their hands thoroughly before meals, after using the toilet and after playing outside in the sand. The childminder implements an exclusion policy for children who are infectious in order to protect others.

p.5

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

The childminder ensures that children can select and use activities and resources independently in an environment where they move freely and confidently. She teaches them to take turns and share resources through gentle reminders. Children show through their body language that they are happy, safe and secure. Children are taught to develop an understanding of dangers and how to stay safe through their daily routine, activities and boundaries. This helps them behave in ways that are safe for themselves and others.

p.5

provision

The childminder demonstrates a commitment to improving the quality of her provision and has identified her priorities for improvement. For example, the childminder has identified her continued personal development will ensure improvement to the quality of the provision. She is continuing to monitor the effectiveness of her planning to ensure she maintains flexibility and accommodates how individual children learn. The childminder has attended appropriate training. For example, she has achieved a level 3 qualification in childcare, and holds a current first aid, food hygiene and safeguarding certificates. Improvements since her last inspection include the involvement of parents in children's learning and the evaluation process, and the provision of positive images that promote diversity. This improves the quality of care and learning.

p.5

provision

There are good systems in place to observe, assess and monitor each child's progress. This means that the childminder has a very good understanding of what children can do and what their next steps in learning are. There are currently no children attending who 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 established very good partnerships with children's parents. They are provided with information about how they can support their children's learning through a newsletter, and keep the childminder up to date with what their children do at home through daily discussion, text and telephone. This information is used to keep their children's progress records up to date. The childminder works in partnership with parents and others to safeguard children. She

p.5

provision

demonstrates a good understanding of child protection and is confident in her ability to implement procedures effectively in order to protect children. The childminder provides an environment that is welcoming, safe and stimulating where children enjoy their learning and grow in confidence. At times, the childminder works with an assistant. She has considered the suitability of the assistant so that the quality of care remains of a good standard and that children are appropriately safeguarded. All required documentation is in place and includes procedures to be implemented in the event of lost or uncollected children and safeguarding procedures. Robust risk assessments clearly identify possible hazards and the action taken by the childminder to reduce any risks.

p.6

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.6

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.7

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.7

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.8

Setting details

Unique reference number EY385225 Local authority Kirklees Inspection number 914008 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

p.8

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.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.8

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.9

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.9

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.10

Type of provision

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

p.10