Childminder in Wakefield

Inspection date

Previous inspection date 09/08/2013 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

 Children are keen to learn and make good progress in their development because the childminder provides them with a wide range of activities, which capture and sustain their interest.  The childminder values and treats each child as an individual and develops close and trusting bonds with them. This means children are emotionally secure in her care and happy to spend time away from their parents.  Children become confident communicators because the childminder gives high priority to engaging them in conversation and enabling them to have regular opportunities to join in with rhymes and listen to stories.  The childminder ensures children have secure boundaries and routines so they know what is expected of them. Consequently, they behave well and know how to keep themselves safe.

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It is not yet outstanding because

 There is scope to develop further opportunities for very young children to explore and extend their understanding of the world through different medias.  Children do not have consistently rich opportunities to enhance their understanding of how things change over time to maximise their understanding of the world around them.

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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 had a tour of the premises and observed children playing in a downstairs room of the house and the outdoor area.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.

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Inspection activities

 The inspector looked at a selection of children's learning records, planning documents, policies and children's records.

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Inspection activities

 The inspector took account of the views of parents and carers from written testimonials they had provided.

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Inspection activities

 The inspector made observations of and discussed the outcome of a planned activity that involved children using sand with the childminder.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two adult children in South Kirkby on the outskirts of Pontefract in West Yorkshire. The whole of the ground floor of the childminder's home and the rear garden are used for childminding.

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Information about the setting

The childminder regularly attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis with children. She takes children to the local school. There are currently four 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 7am to 7pm, Monday to Friday, except for bank holidays and family holidays.

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

 enhance the learning opportunities for very young children so they have rich and varied experiences, for example by exploring and investigating a wide range of natural and everyday objects, such as treasure baskets

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

 increase the opportunities for children to better understand the world around them, for example, by observing how things change over time when caring for plants in the garden.

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who attend

The childminder is very confident in her understanding of how young children learn and develop. She carefully observes and assesses their learning and plans activities that are tailored to supporting them to achieve further. This means children make good progress towards the early learning goals and are well prepared to move on to school when the time comes. For instance, to support one child in developing her language skills and understanding of counting the childminder provides an activity based around sand. She gives the child time to explore the sand for herself and then skilfully joins in to extend her learning by showing her how to scoop the sand up with a spoon and use it to fill a mould. The childminder then shows the child how to turn the mould over and tap it with the spoon, emphasising the words 'tap, tap' as she does so. The childminder then counts to three before turning the mould over to reveal a shape. In response, the child shows

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who attend

curiosity and surprise and is inspired to repeat the activity for herself by saying, 'Me do it'. She then fills the mould for herself, taps this with the spoon and attempts to count for herself as she has observed the childminder do by saying, 'Two'. This demonstrates that the childminder is a good model for children's learning. The child then delights in squashing the shape, to which the childminder answers, 'Squash, squash, squash'. The child then repeats the word, 'squash', which shows she is an active learner who is willing to have a go.

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who attend

The childminder keeps clear records of children's progress which are shared with parents on a regular basis. She encourages parents to share what children have achieved at home with her, which means she has a clear picture of their development outside the setting as well as their achievements in her care. This means the childminder can plan precisely for the next steps in children's learning. Parents are clearly pleased with the progress their children are making in their development. For example, one describes their child as having, 'come on in leaps and bounds', since starting at the setting. The childminder gives children time and space to initiate their own learning and development. For instance, one child becomes fully immersed and shows that she is learning about capacity in her own way as she picks up small stones in the garden and places them in a shuttlecock. The child enjoys feeling the texture of the stones, which also enables her to learn through

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who attend

exploration and using her senses. However, opportunities are not maximised to further extend children's learning to help them make sense of their world. For example, through everyday objects that young children can explore and use in open-ended ways. The childminder provides good opportunities for children to develop confidence in speaking and listening. For instance, as one child plays with toy animals the childminder asks open- ended questions to make her think, such as, 'Where is the tiger?' She gives the child time to respond and the child confidently picks up the correct toy and pretends to, 'roar', showing she is making clear connections in her learning. The childminder skilfully uses photographs that are displayed to help children recall previous experiences they have enjoyed, such as a visit to a farm. For example, she points out the animals and emphasises the names and sounds they make. The childminder provides good

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who attend

opportunities for children to listen to stories both in the home and when they visit the library and she initiates singing songs and rhymes, which enables children to learn and develop their vocabulary through repetition. For instance, one child delights in joining in and pretending to be a monkey during a song about the jungle.

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

The childminder ensures children's transition into her care is a pleasant experience. For example, she enables them to have settling in visits, so they gradually become familiar with their new surroundings and start to feel part of her family. Parents are also asked to provide written information, which includes their child's likes, dislikes and how they react if angry or upset. This means the childminder is fully informed about each child's individual needs and can provide care that reflects their home life. Consequently, children develop close and trusting bonds with the childminder and enjoy the time they spend away from their parents. Children have good opportunities to take part in interesting learning experiences in the local community. For example, the childminder takes them to a toddler group and activities at the library each week. This enables them to develop confidence in interacting with other adults and children outside the setting and to work with others as

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

part of a larger group, such as taking part in games using a parachute. This enhances their experiences and further prepares them for when they move onto school. Photographs also show children watering flowers at a children's centre, which the childminder often takes them to. This encourages them to care for living things. However, children do not have many opportunities to take part in planting and growing activities in the childminder's setting. This means their understanding of the world is not enhanced fully as they do not have rich opportunities to consistently observe how things develop over time.

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

Children learn to behave well because they know what is expected of them within the setting. For example, they are encouraged from an early age to help tidy away the toys after use, which teaches them to respect their environment. The childminder uses genuine praise to acknowledge children's efforts and achievements. For example, she tells one child she is a, 'clever girl' as she attempts to count for herself during a sand activity. This successfully encourages children to have confidence and belief in their own abilities. The childminder ensures children learn about keeping themselves safe, which encourages them to behave in a sensible and responsible manner. For example, she teaches very young children to sit down and gain their balance when they reach the top of the slide, before sliding down. The childminder actively encourages children to follow a healthy life style and to become independent in their self-care. For instance, after changing very

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

young children's nappies she ensures that she washes her own hands, so they learn by example, and then encourages children to do the same. The childminder provides a good range of dolls and associated resources, such as pushchairs, feeding bottles and blankets, which enables children to act out domestic situations and learn valuable life-skills. For instance, one child shows a very caring attitude as she pretends to feed her doll and then puts it in a pushchair for a sleep. Children have good opportunities to play outdoors each day, which plays a significant part in promoting their good health. For example, they benefit from lots of fresh air and develop good control of their bodies as they use equipment, such as a slide and dig in sand. These activities are also complemented by regular visits to a local park and a soft play provision, which enables children to test their physical skills further as they use resources, such as a ball pool.

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provision

The childminder manages her service efficiently. She has clear policies and procedures in place to show how this operates and follows these meticulously. For example, she ensures a record is kept of any visitors to the home, including the time they arrive and leave, as detailed in her visitor policy. Risk assessments are undertaken on a regular basis and include those for outings. For instance, the childminder has clear procedures for crossing any busy roads with children, to keep them safe. The childminder fully understands her responsibilities in regards to child protection. For example, through attending training she is confident in her ability to recognise the possible indicators of abuse or neglect and knows the correct procedure to follow for referring any concerns. The childminder works very well in partnership with parents and any other professionals involved in children's care. For example, appropriate information is shared effectively, to

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provision

ensure children's needs are met. The childminder discusses any forthcoming outings with parents, such as taking children strawberry picking and to a children's farm, to ensure they are happy for their children to be involved. She provides individual diaries that go home with children each day. These are detailed and well-presented and provide a good picture of children's time away from their parent's care. Parents are regularly asked to express their opinions of the service through questionnaires. The latest ones include very positive comments, such as how the childminder, 'goes out of her way' to help families and that she is, 'fantastic' with children.

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provision

The childminder effectively uses self-evaluation to accurately reflect on her strengths, the success of the educational programmes and to identify any areas for future improvement. For example, she makes a written evaluation of the activities she provides each week, to assess what children achieve from these. She then successfully uses this information to enhance children's learning further. For instance, on evaluating the success of an activity using sand the childminder identifies that next time she provides this resource she will add water to it, so children can go on to explore how the properties of wet sand differ to those of the dry version. Since registration the childminder has significantly improved her garden by installing a grassed area where children can run around safely, to support their physical development. She has also purchased more resources to meet the changing developmental needs of children attending, such as an easel, to enable younger children

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provision

to paint pictures and make marks on a surface they can reach easily, to support their creativity. The childminder has a clear development plan in place for both her service and her own professional development. This means her capacity for continuous improvement is good.

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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 EY456999 Local authority Wakefield Inspection number 903850 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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