Childminder in Kirklees

Inspection date

Previous inspection date 09/09/2013 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 comprehensively safeguarded and protected. All safeguarding requirements are fully implemented by the childminder and her assistant in this bright and welcoming family home. As a result, children move around freely and feel safe and secure in their care.  Children have very good opportunities to eat healthy, organic food. The childminder further enables children to develop healthy food choices as they learn through cooking activities.  Children benefit from being able to choose from a wide range of interesting activities and resources within the indoor and outdoor environment.  The childminder encourages children to try to do things for themselves, so that they develop their independence skills. As a result, children are very well prepared for their next stage of learning.  The childminder reflects on her practice effectively to improve outcomes for children.

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It is not yet outstanding because

 Some information about children's learning is not used consistently to systematically plan children's learning priorities. This means that learning experiences, although good overall, are not as yet exceptionally matched to children's needs so that they attain the very highest levels of achievement.

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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 main downstairs room and outside in the patio area.

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Inspection activities

 The inspector spoke with the childminder and her assistant at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's files, assessment documentation, the childminder's own self evaluation documentation and a range of policies and supporting information.

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Inspection activities

 The inspector took into account the views of parents expressed in a questionnaire obtained by the childminder.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is registered as her assistant, and two children aged 12 months and three years in Holmfirth, West Yorkshire. The whole ground floor of the house and the small bedroom and bathroom on the first floor are used for childminding. There is an enclosed patio available for outdoor play.

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Information about the setting

The childminder attends the local library with the children and visits the local park and shops on a regular basis. She walks to the local school and preschool to take and collect children. There are currently 11 children on roll, three of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 7.30am to 6.30pm, Monday to Friday, except Bank Holidays and family holidays. She is a member of 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 already good provision by embedding the approach to planning, so that activities constantly build on each child's development and inspire them to extend their knowledge and skills to the very highest level.

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who attend

Children are enthusiastic and confident in their learning because the childminder has a good understanding of child development and how children learn through play. She knows how to engage and capture children's interest. For example, she knows when children enjoy learning about how things work and provides opportunities for them to build and create their own models. She successfully joins in with their activities, but she is also skilled at knowing when to stand back to let children use their own ideas and lead their own play. For example, the childminder provides interesting resources to encourage children learn about volume and consistency, as they play with water in the trucks that they push around outside on the patio. They count the ducks and name the colours of the balls that they roll down the outside pipe. The childminder supports children to learn about ideas, such as 'under' and 'over', as they hide hidden treasures underneath the

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who attend

table. The childminder's teaching methods are effective and, as a result, children make good progress in relation to their starting points. The childminder completes precise and accurate observations and assessments of children in her care to ensure that their needs are clearly identified. She includes these in children's files, together with photos and examples of their artwork. However, the childminder is still learning and developing her systems of planning and does not always use information about children's learning to consistently and systematically plan children's learning priorities. This means that learning experiences, although good overall, are not as yet exceptionally matched to children's needs so that they attain the very highest levels of achievement. The childminder organises some activities that she links in with the seasons and key festivals. For example, the childminder uses Chinese kite making week as a

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who attend

chance for children to practise using scissors and pens as they decorate their own kites.

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who attend

The indoor and outdoor environments are well equipped, exciting and stimulating, with a wide range of good quality resources to help promote children's all-round development. The childminder places a high priority on helping children to acquire good communication and language skills that support their growing independence. Children develop good listening and attention skills because the childminder engages with them constantly as they play. As a result, children gain the skills, abilities and attitudes that prepare them well for the next stage in their learning and school. The childminder provides many opportunities for children to develop their large muscle control and coordination as they ride wheeled toys in the patio area. Regular walks to the local park provide further opportunities for children to test these skills on swings and large play equipment. Children develop their finer hand movements by pushing the buttons on the toy till and drawing in

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who attend

Positive partnerships are in place with parents and detailed information is shared on a very regular basis, in a variety of effective ways. The childminder verbally discusses children's ongoing progress on a daily basis and provides parents with daily slips that describe their day. Children's files are available for them to view at frequent intervals, and the childminder gives parents a copy of a disc that includes lots of photos of activities that children have taken, as well as photos of children's artwork and other creations. The childminder takes care to ensure that she obtains all the information that she needs from parents as she has designed her own 'all about me' form that parents complete when children first start at the setting. As a result, children's progress is effectively tracked to support them to make good progress in their learning and development.

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

Children feel secure and enjoy the time that they spend in the care of the childminder and her assistant. She provides a bright and welcoming environment where children thrive in her company. The adults know the children well and their knowledge of any individual needs is very clear. Detailed information is obtained from parents about their children's routines, likes and interests right from the start. This contributes to the good settling-in procedures, which ensure that children feel settled and safe.

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

The chilidminder supports children effectively on an ongoing basis, so they form strong, secure emotional attachments which provide a good grounding for their overall emotional well-being. The constant interaction between the childminder, her assistant and children ensures that they all form positive and trusting relationships with each other. The childminder and her assistant respond calmly when children have minor accidents and spillages, quickly and efficiently supporting them to change their clothes and to become comfortable again. Young children are supported to make independent choices and decisions in their play. For example, they choose what they want to do when they arrive at the setting by selecting from a range of photos with activities on them. Children then stick the photo on a planning board, which acts a visual reminder throughout the day.

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

Children are very well behaved. The childminder uses positive praise and clear guidance to manage their behaviour. Older children are prompted about the rules of the setting, such as looking after each other, because they are clearly displayed on a noticeboard in the playroom. She talks calmly but firmly to children and offers alternatives to distract them and effectively manage any minor clashes in behaviour. The childminder agrees in advance with parents whether to use a limited system of 'time out'. However, the childminder finds that she rarely needs to apply this. As a result, children play happily and their behaviour overall is good.

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

The childminder places a high priority on providing healthy meals. She provides organic and locally sourced food as much as possible, and children enjoy healthy lunches, such as low salt baked beans on toast followed by raspberries and yoghurt. Mealtimes are sociable occasions. The childminder and her assistant sit down together with children, reinforcing a homely feel, while also modeling good manners and encouraging children to use a knife and fork. One rule is that everyone stays sitting until they have all finished eating, which supports children to eat their meals instead of running off to play. Children enjoy learning more about healthy food choices as they make their own fresh fruit ice lollies and pizza dough. Children are further encouraged to develop healthy lifestyles because the childminder ensures there is a strong focus on outdoor activities. The patio area is used daily and is well equipped with a variety of good quality physical apparatus. The

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

childminder is mindful of the effects of hot weather, and shade is provided through the addition of a tarpaulin. Visits to the park and the local library provide children with opportunities to develop their physical skills and broaden their awareness of the community and the wider world.

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

Children develop good self-care skills and are becoming very independent. The childminder encourages them to try out new skills, such as doing up the buttons and zips on their coats. She makes a game of these everyday activities, by pointing out the clicking noise that the button makes, being very clear with them about what they need to do to get the zip all the way to the top. She provides lots of praise when they succeed. This helps children to be independent and prepare for the next big step in their life, such as starting at the local nursery or school.

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provision

The childminder has a thorough understanding and knowledge of how to safeguard and protect all children. She and her assistant are very aware of what to do and who to contact if they are concerned about any child who attends the setting. All parents are fully informed of the childminder's policies and procedures, which are comprehensively implemented in her everyday working practices. For example, a notice on the door of the playroom reminds parents and others that her setting is a 'mobile-free zone'. The childminder reinforces this by asking that adults leave their phones on the ledge in the hallway. All fire equipment is in place and regularly checked. The childminder enables children to be aware of how to keep themselves safe by undertaking regular emergency evacuation drills together with them. Children's safety is further promoted through daily safety checks and robust risk assessment, which are completed for all areas children use.

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provision

Children are supervised well as they play and on outings, and safety procedures and equipment are effectively used in the home. As a result, children are kept safe and secure in the environment.

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provision

The childminder fully understand her responsibilities to support children's learning and development. She manages the educational programmes effectively so that all children develop the skills they need to take part and explore, and become active learners. She has a good knowledge of the ways in which children learn, and her interactions are always purposeful and positive. Observations of children's play, along with information from their parents, are used to build a full picture of their individual levels of ability in each area of learning.

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provision

The childminder has made a very promising start to her childminding business. She is enthusiastic, highly motivated and very clear as to the steps that she wants to take to develop her setting. Her assistant is in the process of becoming registered as a childminder and they plan to work as co-childminders. She says that this will provide them with a greater ability to be flexible in their activities to match the individual needs of children. She has begun the process of self-evaluation and developed her own format, which clearly identifies the strengths and areas for development of her setting. Parents and children are consulted on a regular basis. Parents' views have been obtained by completing a questionnaire, and the childminder ran a 'house meeting' for children who attend the setting. The childminder has made changes as a result of the feedback that she has received. For example, she has introduced organic juice for the children to drink, in

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provision

The childminder is proactive and knows how to seek support and advice to help her to improve the service she provides. For example, she meets with her early years coordinator and seeks out additional information and resources online. She is thoughtful in her practice and has completed a personal continuous professional development plan, so that she ensures that she is able to provide the best levels of care to children. She supplements this by keeping an action and reflection diary so that she learns from what she is doing on a day-to-day basis. The childminder ensures that she keeps herself up to date with relevant training and qualifications.

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provision

The childminder works closely in partnership with the other settings that children attend and with other professionals working with children. She ensures that she gets permission from parents so that she is able to share the two-year-old development check that she undertakes with other settings that children attend. This ensures that children's learning in her provision is complemented by the experiences they receive elsewhere and that they are well prepared for their next stage of learning.

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provision

Partnerships with parents are very good and contribute greatly to meeting children's needs. They express a high regard for the care and service the childminder provides for them. Parents report that children are happy, safe, well cared for and are making progress while in the care of the childminder.

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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 EY459765 Local authority Kirklees Inspection number 907687 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 10 Number of children on roll 11

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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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