Childminder in Kirklees

Inspection date

Previous inspection date 04/07/2013 01/07/2009

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early years provision

This inspection: 3 Previous inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder takes children's interests into consideration when providing a range of activities for them. As a result, children make steady progress towards the early learning goals.  The childminder promotes children's good health. Consequently, children learn to eat healthily, stay safe and manage their own personal hygiene.  The childminder works closely with parents, sharing information about her provision with them to ensure that they are fully aware of their respective responsibilities.

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It is not yet good because

 The childminder's initial assessments of the children are not consistently rigorous, and information gathered from parents about their children's starting points is insufficient. As a result, the childminder's initial planning of activities does not consistently meet the learning needs of children or shape their future learning experiences.  The childminding environment is not always arranged effectively to ensure that children have independent access to a wide range of toys and equipment. As a result, opportunities for children to explore independently are not maximised.

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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 viewed the premises, and the activities undertaken with the children.  The inspector spoke with the childminder and children throughout the visit.

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Inspection activities

 The inspector looked at children's learning journeys, some of the childminder's policies and procedures, and other documentation.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged nine and 15 years in Huddersfield, West Yorkshire. The whole ground floor of the house is used for childminding and theere is a rear garden for outdoor play. The family has a pet rabbit.

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Information about the setting

The childminder attends toddler groups each week. She visits the shops and park on a regular basis. She collects children from the local schools. There are currently seven children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder also cares for children aged over five years. She operates all year round from 7.30am to 6pm, Monday to Friday, except for Bank Holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 help parents to participate fully in the assessment process by obtaining information about children's starting points in all areas of learning at the onset of care, and using the information to shape future learning experiences for each child to ensure that activities consistently match their learning needs.

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

 arrange the learning environment more effectively to ensure that resources are readily accessible to children so that they can explore, build, move and play with a range of resources independently.

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who attend

The childminder has a suitable understanding of how children learn and develop. She completes observations of children's progress to monitor their development and interests across all areas of learning within the Early Years Foundation Stage. However, children's starting points are not always clearly identified across all areas of learning. In addition, the information gathered from parents about what children know and can do on entry to the provision is mainly focused around personal, social and emotional development. This impacts on the childminder's ability to immediately plan activities across all areas of learning, to maximise children's progress from the beginning. As a result, activities do not consistently match children's future learning needs. The childminder provides activities for the children according to their interests. However, the organisation of the toys and equipment does not allow children free access to a wide range of resorces. As a result,

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who attend

opportunities for children to explore, build, move and play independently are not maximised.

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who attend

The childminder completes the progress check at two years of age and makes this available to parents. Parents have good access to their children's development records and they are encouraged to record their own observations of their children's development within these files. This promotes continuity of care. The childminder helps to support parents in extending their child's learning at home when she discusses children's developing interests and gives parents ideas on how to encourage this learning at home.

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who attend

Children are developing suitable skills to support their future learning and are making sound progress towards the early learning goals. The childminder interacts with children appropriately, providing them with support and affection. Children enjoy sitting comfortably looking at books with her. The childminder talks with them about what they see, and toddlers enjoy exploring the books with lift-up flaps, showing surprise at what they find underneath. Children explore technology toys by pressing buttons to find out what happens, and older children have access to a laptop on which they play games. The childminder provides lots of opportunities for children to find out about the world around them. For example, they enjoy trips to special places of interest, such as a museum, and they also learn about life cycles as they plant and grow sunflowers and cress in tubs. The childminder promotes children's communication and language skills appropriately. She

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who attend

uses a lively voice, with ups and downs to help toddlers tune into her voice, and encourages young children to explore and imitate sounds. For example, as children play with the toy animals, she talks with them about the sounds that they make. The childminder introduces numbers into children's play, for example, as a toddler puts animals in and out of the tub she counts them. The child then copies the tone and rhythm of the childminder's voice. As a result, children are developing an awareness of numbers.

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

Children are happy, settled and have developed warm and trusting relationships with the childminder. They confidently approach the childminder for help as they play and enjoy the comfort of a cuddle at story time. The childminder uses a gradual settling-in period to ensure that new children settle well, and she uses this time to get to know parents and children better. The childminder helps to prepare children to move on to other groups and eventually school. For example, younger children accompany the older children to their schools, and she takes these younger children to play and stay sessions at school, so that they become familiar with the environment. Children's emotional well-being is supported well. For example, the childminder reads stories about significant events that happen in their lives, such as toilet training or a visit to the dentist or doctor.

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

The childminder makes suitable use of positive praise to support children's self-esteem and confidence by showing encouragement and praise for their achievements. Children enjoy going to toddler groups where they learn to share, take turns and socialise with their peers and other adults as part of developing their personal, social and emotional skills.

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

The childminder suitably supports children's health by providing a balanced diet at mealtimes. She encourages them to become independent in their self-care, such as helping themselves to their drinking cups. Children develop a sufficient awareness of hygiene practices through hand washing routines and encouragement with independent toileting. They have regular opportunities to enjoy fresh air and exercise in the garden area and at the local parks. Children learn about safety through everyday activities, for example, on outings, they discuss road safety, stranger danger and being aware of dogs. Toddlers are also supported to understand about the risks associated with putting small objects in their mouths. This supports children to feel safe and secure in the childminder's care.

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provision

The childminder has a suitable knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage framework. She has a secure knowledge of the correct procedures to follow in the event of a concern about the welfare of children in her care. In addition, she implements suitable policies and procedures, risk assessments and evacuation procedures to further help protect children's welfare.

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provision

The childminder has suitable self-evaluation processes in place to support her practice and development of the children. She understands what she needs to do to improve her provision further and demonstrates a sound commitment towards continuous improvement. Parents are encouraged to contribute their views on the provision through regular chats and questionnaires. Parents state that their children 'thrive in the childminder's care' and that their children 'enjoy the activities' and 'their needs are met'. Children's views are taken into consideration through observations and talking with them about their likes and dislikes. Children comment that they think their childminder 'always cooks scrumptious meals'. The childminder has suitably addressed all actions and recommendations from the last inspection, improving the well-being and development of the children. She keeps up to date with training to ensure that she meets the needs of the

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provision

children, for example, she has recently started a National Vocational Qualification in early years.

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provision

Partnerships with parents and other agencies involved in the care and learning of the children are sound. Parents receive appropriate information about the childminder's policies, procedures and routines to ensure that the two-way relationship works well. The childminder is fully aware of the need to work with other agencies involved in children's care and she shares information about children's development with the local schools to ensure continuity in learning and development.

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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 EY308358 Local authority Kirklees Inspection number 820343 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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