Childminder in Kirklees

Inspection date

Previous inspection date 13/06/2013 Not Applicable

p.1

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

p.1

This provision is good

 Children are provided with a warm, welcoming and stimulating learning environment in which they are happy, eager and motivated to learn. They benefit from a broad range of good quality resources that support their learning and development.  Lots of praise and encouragement help the children to become confident in their own abilities, fostering their independence and ability to make healthy choices and keep themselves safe.  Planning for children's individual next steps in their learning and monitoring of children's progression is secure across all areas of learning. As a result, all children are progressing well.  Attention to safeguarding the children is paramount. There are effective strategies in place to make sure that children are protected from harm.

p.1

It is not yet outstanding because

 Children have fewer labels, signs and pictures on display in the provision, resulting in, missed opportunities to enhance children's communication and language development.  There is scope to develop more innovative activities for children in order to enrich the outdoor area.

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 playrooms.

p.2

Inspection activities

 The inspector spoke with the childminder at regular intervals throughout the inspection and made observations of the child present.  The inspector observed all relevant documentation provided.  The inspector spoke to the child present during free play.

p.2

Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. She lives with her husband and three children aged 10, eight and seven in a house in Huddersfield. The family has a rabbit and fish as pets.

p.3

Information about the setting

The childminder has a childcare qualification at level 3. She takes children to visit the city centre, shops and park on a regular basis. She collects children from schools and pre- schools.

p.3

Information about the setting

There are currently five children on roll, one of these is in the early years age group. She operates all year round from 7.00am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 develop the outdoor area further with new innovative activities, for example, large scale den making, and large construction, planting and growing areas

p.3

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

 develop further the use of visual aids with children, such as labels, photographs, signs and symbols in the environment for children to see in play.

p.3

who attend

The childminder demonstrates a good understanding of the seven areas of learning and how to support children's individual development. She plans effectively to ensure that children experience a wide range of activities. This helps children to develop the characteristics of effective learning. For example, children are provided with stimulating toys and equipment that foster their curiosity and imagination. As a result, children are keen to find out how things work and move as they play with the cause and effect toy cars. Children relish from attending the childminder's setting because of the welcoming environment she offers. The childminder finds out about children's interests and builds upon these to ensure that children stay interested and engaged in activities. For example, children display an interest in vehicles they see out of the window, the childminder extends children's learning by providing small world role play accessories, such as cars and

p.3

who attend

a mat. She then introduces more resources that link to this theme, for example, the big toy bus, as the local bus passes by the house. Therefore, children play for extended periods of time given their young age. The childminder supports children's play well, encouraging them to use their own ideas in play, this promotes positive attitudes and a 'can do' attitude to support their future learning.

p.4

who attend

The childminder provides a rich learning environment indoors covering all areas of learning. Resources are set out well so that they are easily accessible for all children to make their own choices. Although the outdoor environment is used well at times, it does not always offer a rich range of resources to fully enhance children's learning. Children enjoy their time with the childminder as they participate in a range of interesting activities. The activities are planned in advance, however, this is very flexible to allow children to do what they want and to accommodate changes in their interests.

p.4

who attend

The childminder communicates well with children, asking questions which help them to think and find out things for themselves, such as how to make the toy car move. She uses simple questions such as 'Which could it be?', 'Shall we try?' and 'What do you think?' This promotes children's thinking and problem solving skills. This gives them confidence to say and apply their own ideas in play. As a result, they are eager learners who enjoy the wide range of challenges planned for them. They are supported very well in making good progress in their learning as the childminder has a thorough understanding of how to engage children's interests and recognises how they learn through play. Younger children enjoy babbling, increasingly experimenting with sounds and creating personal words. The childminder listens actively to the different messages young children are trying to convey. She then repeats and models the language to help them build sentences. The childminder

p.4

who attend

actively puts the knowledge she has gained from previous training into practice. For example, children are offered books, props and puppets to enhance stories. However, children have fewer labels, signs and pictures in the provision. This results in missed opportunities to enhance children's communication and language development. Children's personal, social and emotional development is supported well.

p.4

who attend

Individual profiles are in place for all children, and these include photographs, observations and assessments. These are all linked to the seven areas of learning and are used to identify the next steps in each child's learning. The childminder works closely with parents to support children's learning from the start. Ongoing discussion and sharing of children's learning profiles ensures that parents remain involved and up-to-date about their child's progress.

p.4

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

Children are very settled and content in the childminder's care. This is because she displays a calm manner and interacts well with them. She knows their individual needs very well. Children show their attachment to the childminder by indicating they want her to join in with their play. She responds to their wishes and engages with them with enthusiasm. The childminder works closely with parents to effectively support children. She follows their individual routines and care needs to ensure they experience continuity. The childminder has also spent time in the family home making observations of the children in comparison to the setting. This helps children to move between home and the childminder's care with little disruption or disturbance.

p.4

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

The childminder is a good role model and follows well-established hygiene routines. The children develop self-care skills, for example washing their hands, with little support. They practise routine hygiene procedures and learn the importance of hand washing. The childminder provides fresh drinking water, milk and juice for the children in their individual drinking cups. Children are actively encouraged to choose their own snack from the fridge and fruit bowl, for example, as they point to the cheese and breadsticks. This gives children's independence skills a boost and children acquire new skills for the future. She promotes healthy eating and lifestyles, by offering children a variety of nutritious food during the day and by encouraging them to drink plenty of fluids. Children benefit from regular physical exercise and fresh air when they go for a walk or play in the park. This promotes children's good health and well-being.

p.5

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

Children learn about safety through the childminder's calm reminders and expectations. For example, they are reminded to sit on their bottoms on the chairs at mealtimes so that they do not fall off. She gives clear indication as to how she expects children to behave, for example, praising their good playing and thanking the children for tiding up. Children gain a good understanding of how to keep themselves safe. They negotiate the space safely and learn how to behave when in the different areas of the provision. They regularly practise the evacuation drill so they know how to leave the premises safely in an emergency.

p.5

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

Within the playroom there is a cage with a rabbit in called 'Alice', the children help to feed and play with Alice. The childminder teaches children about the foods she can eat and what she needs in her cage. One child in particular enjoys feeding Alice carrots and will watch with interest as she nibbles on it. The childminder supports this by providing a running commentary of what is happening. This results in children developing their knowledge and understanding of different creatures and how to care for them appropriately.

p.5

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

Children are well-prepared for the move to school and for their future learning. This is because children learn very positive skills and attitudes to exploring and learning, building friendships and their self-care. The childminder has good links with schools and has developed relationships with the teachers. The childminder encourages young children to play in the school playground as she picks up older children from school so they can experience the environment before starting the school.

p.5

provision

The childminder has a good understanding of her responsibility to meet the safeguarding and welfare requirements. She understands fully how to keep children safe and has attended child protection courses to extend and refresh her knowledge. Effective risk assessments and daily checklists identify and minimise risks to children in the home and on outings. Clear procedures and well written policies guide and inform safe practice and the childminder discusses all of the safety procedures with children and their parents. As a result, children are well-protected from harm and neglect.

p.5

provision

The childminder monitors children's progress well and has a very good awareness of their abilities and skills. The well thought out planning helps her to ensure that activities cover each area of learning with a balance of adult-led and child-led activities. The childminder is aware that children develop at their own rate and values children's own ideas and thoughts. Areas used by children are well-organised and the layout of the downstairs of the home allows them to move around the premises freely and safely. Overall, a very good range of resources are available to the children and these are easily accessible and age appropriate.

p.6

provision

The childminder evaluates her practices and makes future plans to concentrate on improving outcomes for children. For example, she identified, before the inspector recommended it, the need to develop the outdoor provision. The childminder has developed her self-evaluation systems to include parents and children's questionnaires. The childminder is dedicated to improvement of the setting and is keen to complete training to update her knowledge and skills.

p.6

provision

Relationships with parents are strong and the childminder works well in partnership with them. She gathers good information about their care needs and starting points in their learning before they begin in her care. She uses this information to ensure that children are well-cared for and to enable them to make good progress. Parents and carers are encouraged to contribute to children's learning and are given individual plans regularly. Parents are also given time, support and encouragement to understand these documents and childminder communicates verbally on a daily basis about children's achievements and progression. The childminder has a clear understanding of her responsibility to work in partnership with other childcare providers and professionals to enhance learning opportunities. She has established links with local agencies and schools to support all children to ensure their continuity of care and learning.

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 EY453133 Local authority Kirklees Inspection number 896478 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

p.8

Name of provider

Date of previous inspection not applicable

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