Childminder in Kirklees

Inspection date

Previous inspection date 15/10/2013 12/11/2012

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early years provision

This inspection: 3 Previous inspection: 4 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 and as a result, they make steady progress towards the early learning goals.  Children enjoy warm and secure relationships with the childminder, who knows them well and is sensitive to their individual needs.  Good standards of cleanliness and safety are maintained throughout the childminding areas. This helps to keep children healthy and reduces potential risks to children.

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It is not yet good because

 The initial assessments of the children, are not consistently rigorous and insufficient information is gathered from parents about their children's starting points. Parents are also not encouraged to contribute information about their children's learning at home to help assist the childminder in always precisely matching her planning of the activities to meet the learning needs of children.  The childminder has not yet carried out the children's progress check at age two to ensure that any gaps in their progress are clearly identified.  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 observed the premises and the activities undertaken by the childminder and the children.  The inspector spoke with the childminder and the children throughout the visit.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She cares for children with two other registered childminders in her parents' home in Huddersfield, West Yorkshire. The areas of the home used for the children include the lounge and dining kitchen on the ground floor and the bathroom on the first floor. The front and rear gardens are used for outdoor play.

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Information about the setting

The childminder attends the library each week. She visits the shops and park on a regular basis. She collects children from the local school. There are currently seven children on roll in the early years age group and they attend for a variety of sessions. The childminder operates all year round, 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:

 improve planning and assessment by gaining accurate information from parents about what children can already do and encourage parents to contribute their own observations of their children's achievements. Use this information to plan challenging and purposeful learning experiences that that will help children move forward with their learning

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must:

 ensure that the children's developmental needs are accurately identified in a timely fashion by completing the progress check at age two for children.

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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 the resources are readily accessible to children, so that they can play with a range of resources independently.

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who attend

The childminder has a suitable knowledge of children's interests and uses this information to plan a range of learning experiences to help promote their learning. As a result, children make satisfactory progress in the learning and development. She completes observations of most of the children to obtain information about their interests and to also monitor their progress towards the early learning goals. 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 limited. Parents are also not fully engaged in contributing their own observations of their children's achievements to enable the childminder to accurately plan activities that shape future learning experiences across all areas of learning. The children's progress check at age two has also not been completed, although, the childminder has obtained

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who attend

Children have access to a satisfactory range of play and learning experiences, which contributes towards their ongoing development. The play activities provided by the childminder keep children suitably occupied and interested. Although, the activities provided, on any given day, are chosen by the childminder, they do take into consideration children's interests. However, this does affect children's ability to make choices and develop new interests. The childminder extends communication and language skills well. She talks with children, speaking clearly and using actions to support her words. Her attentiveness to children means that she recognises the sounds they use and their developing words. She then models these words clearly, helping children to understand them and develop sentence construction. She engages well in children's role play activities and asks questions and gives time for children to think and respond. For

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who attend

example, as they pretend to make meals in the play kitchen, she asks them what they are making and what they like to eat. She talks through processes with them, such as how to make a cup of tea. She listens to children as they talk about familiar adults and their home life, helping children describe their experiences. The childminder models thinking processes out loud when she asks questions, such as 'I wonder what colour this?' and then congratulates children for finding the correct answer. She supports children in solving problems well. For example, during small world activities, she follows a child's lead and they discuss how they can rescue the play figures that have fallen from the table. Children enjoy playing with the dinosaurs in the 'jungle' that they have made with their childminder. This consists of a large grocers box filled with branches and leaves in which the children enjoy hiding their dinosaurs. Children are encouraged to use their

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who attend

imaginations well, building stories about their dinosaurs. The childminder supports children's imaginary worlds and growls and speaks gruffly in these pretend scenarios, which sparks their enthusiasm. Consequently, children are building suitable skills for their future learning and development.

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

Children develop a secure bond with the childminder and benefit from her warm and friendly interaction. This helps children to feel settled and secure. Flexible settling-in procedures means that children's individual needs are met and they make the move between home and the childminder's care with ease. The childminder also supports parents in settling their children into their new nursery school to promote continuity of care. The childminder follows children's individual routines, such as collecting and taking them to nursery to support their emotional well-being. This also helps her develop close links with the teachers in the schools that children attend, so that they can share information about children's development and interests to promote their learning. Children receive clear messages from the childminder to help them learn right from wrong. She helps them understand about sharing and taking turns and offers praise and

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

encouragement to boost their self-esteem and confidence.

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

The childminder encourages children to be independent to help them acquire the skills to be ready for school. For example, she encourages them to choose their own cups and pour their own drinks as they play. Meals are served at the table with everyone sitting together, so the younger children can learn valuable social skills from their older peers. The childminder reassures children when unfamiliar people are present or when in a new situation, such as attending children's groups. This helps to build children's confidence. Children demonstrate they feel safe and secure. They approach the childminder confidently and appear very much 'at home'. The childminder satisfactorily teaches them how to keep themselves safe. For example, she supports younger children to use equipment correctly, such as sitting at the table for activities on low-level chairs when using the scissors. Children also learn about road safety on outings or on walks to and

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

The childminder maintains good standards of hygiene throughout all childminding areas and this helps to reduce the risk of cross-infection. Children are encouraged to understand about hygiene practices when they are encouraged to wash their hands before meals. Meals and snacks are varied and nutritious, consisting of lots of fresh ingredients, fruit and vegetables. The childminder is careful to consider children's individual dietary needs at all times to protect their health. Children are given lots of opportunities to be outdoors in the fresh air and a suitable range of equipment is provided to promote their physical development in the garden or in the local parks.

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provision

The childminder has a satisfactory knowledge of the Statutory framework for the Early Years Foundation Stage. She provides a safe environment for children to play in, with appropriate risk assessments completed. There is also a positive level of supervision to support her in keeping children safe. The childminder is clear about child protection issues and the correct procedures to follow should she have a concern about a child in her care. She is booked on training to update her skills in this area. Self-evaluation systems are continuing to develop. She receives good support from the local authority and is currently working through action plans that she has devised with them to help address all the areas identified for improvement at her previous inspection. As a result, her practice is developing well and she is enthusiastic about future developments, such as the use of the rear outdoor play area to benefit children's development. She has attended training

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provision

courses to support her in observing and assessing children, which she is putting into action with suitable outcomes. Parents and children are adequately involved in participating in the evaluation of the provision. Parents are asked to complete questionnaires about their views and they comment that they are particularly pleased that their children regularly attend the local library. They also like the book area that is set up in the lounge to entice children to view the books. A suggestion box is also situated in the hallway for them to add their comments.

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provision

The childminder works closely with parents. This helps her to support and meet any specific and individual care needs of the children. Parents receive copies of the childminder's written policies that outline some of her practices and procedures and they can view the notice board containing useful information in the hallway. This helps to promote consistency and reassure parents about expectations. The childminder appropriately liaises with other early years settings children attend to support her in following any specific learning plans. This promotes continuity of care and learning.

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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 EY419363 Local authority Kirklees Inspection number 894273 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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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