Childminder in Wakefield

Inspection date

Previous inspection date 15/11/2013 Not Applicable

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early years provision

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

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This provision requires improvement

 Children are happy and settled with the childminder who provides a homely environment.  The childminder has a clear understanding of the procedures for safeguarding children, should she have concerns about their welfare.  The childminder provides a suitable level of praise and encouragement, which helps to build children's confidence and supports their understanding of acceptable behaviour.

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It is not yet good because

 The childminder does not always use the information gained from her observations to inform her activity planning so that this fully supports the next steps in children's learning.  The childminder does not have parents' written permission to take children on outings.  Opportunities for all parents to support and share information about their children's learning and development at home is not maximised.  Opportunities to support children in making independent choices about what they play with are not extended.

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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 the living room and conservatory.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector observed a specific activity planned by the childminder.

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Inspection activities

 The inspector reviewed relevant documentation, including children's daily diaries and a sample of policies and procedures.

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Inspection activities

 The inspector also took account of the views of parents in letters provided for the inspection.

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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 two children aged 14 and 12 years in the Jesmond area of Newcastle. The whole of the ground floor and the first floor bathroom are used for childminding. There is a rear garden available for outdoor play.

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Information about the setting

The childminder attends local toddler groups. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

The childminder operates all year round from 8am to 6pm, Monday to Friday, except family holidays. There are currently two children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder has a childcare qualification at a level 3. She is a member of the Professional Association for Childcare and Early Years.

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must:

 analyse the information gained from observations and use this knowledge to plan experiences and opportunities which take into consideration the individual needs, interests and stage of development of children to strengthen their progress towards their next steps in learning

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must:

 obtain written parental permission for children to take part in outings.

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

 extend the opportunities for all parents to share information about their child's learning at home and use this information to further develop activity planning to maximise children's progress in their learning

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

 extend the opportunities for children to make independent choices, for example by displaying pictures as well as words on storage boxes, that containing toys and resources.

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who attend

The childminder provides a suitable range of activities that interest children and supports them to make steady progress in their learning. She carries out some observations of children's learning and makes a record of these in a daily diary. However, the childminder does not fully use these observations of children to ensure that planning identifies their next steps of learning. This does not help to ensure that activities and experiences are tailored towards promoting individual children's learning and development to ensure they make as much progress as possible.

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who attend

Children's communication and language skills are suitably encouraged as the childminder talks to them as they play, offering a running commentary of what is happening. Consequently, their vocabulary is increasing as new words are introduced. Children join in enthusiastically with songs and rhymes, with the childminder providing electronic pictures for children to complete as they finish their song. Alongside this, the childminder teaches children simple Hindu songs and they learn about festivals, such as Diwali. Children have suitable opportunities to play with different materials, such as paints, pens and crayons to develop their early writing skills. They enjoy being creative as they make their own gluing and sticking pictures, which the childminder displays in the conservatory. This helps children to develop their self-esteem as they proudly show visitors their creations. Children become engrossed as they sit on the toy fire engine and negotiate space in the living

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who attend

room well. They explain they need to use the hose to put out the fire. They demonstrate they are willing to 'have a go'. For example, they persevere as they return the ladder on the fire engine to the correct place. Children are developing suitable physical skills. For example, they go for regular walks in the local environment, climb on the frame at the local park and roll the soft balls indoors and outdoors. The childminder takes children on a wide range of outings to places, such as, the shops to see Christmas windows, the beach and library. The childminder provides suitable opportunities for the children to socialise with others in larger groups. Consequently, children are beginning to learn the necessary skills to prepare them for the next stage in their learning.

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who attend

The childminder speaks to parents on a daily basis about their children's care and the activities they have taken part in. However, although the childminder gathers sufficient information at the start of the placement from parents, procedures to fully involve them in sharing ongoing observations of children's learning are not yet sufficiently embedded. This hinders the ability of the childminder to work with parents to fully support children to make better than satisfactory progress in their learning and development.

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

Children have formed warm relationships with the childminder and her family in a short space of time. Consequently, they are happy and content in her care. For example, they involve the childminder's older children in their play. Children benefit from consistent routines that help them settle quickly and feel secure. They part from their parents easily, with the childminder being sensitive to the needs of children who are new to her setting, offering lots of visits with and without parents. In fact parents of children on settling-in visits comment that they are often reluctant to leave. Children are effectively supported in behaving well as the childminder provides lots of appropriate praise and encouragement to promote their self-esteem. They are learning to share and take turns with resources. The childminder discusses behaviour management with parents and agrees strategies to be followed with them.

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

Children's health is suitably promoted. The childminder maintains high standards of hygiene throughout all areas used for childminding. Toys and resources are washed and effective procedures are followed for nappy changing. Consequently, the risk of cross- infection is minimised. The childminder caters for children's individual dietary requirements providing them with healthy snacks and meals and encouraging them to eat lots of fruit and vegetables. This helps to raise their understanding of what foods are good for them and keeps them well nourished. Fresh drinking water is readily available throughout the day. They take part in outdoor activities, both in the home and at the park, to promote their physical development. As a result, children begin to understand the importance of healthy lifestyles and how to manage risks as they climb large equipment and ride wheeled toys. Although, the childminder verbally informs and often texts parents that she

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

is taking children on outings, she has not gained written permission from parents for children to go on these outings and this potentially affects their safety and well-being. The childminder's home is suitably organised and welcoming. The conservatory is set up so children can generally independently access a suitable range of toys and activities. However, not all the contents of boxes are visible or labelled to assist children in making even more informed independent choices. Children attend sessions at local community groups to help develop their social skills and mix with others. Consequently, children are developing those skills necessary to aid a smooth transition for when they move onto other provisions, for example, pre-school and school.

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provision

Children are safeguarded effectually because the childminder is clear about her role in keeping them safe. She is secure in her knowledge of the procedures to follow in the event of a concern about a child in her care. In addition, children benefit from the childminder's commitment to ensuring that the premises are safe by using ongoing risk assessments for indoors and outings. The necessary fire detection and control equipment is in place and the childminder regularly practises the emergency evacuation procedures with children to help raise their awareness of what to do in the event of an emergency. However, not all written parental permissions regarding taking children on outings are in place to ensure that children are cared for in accordance with their parents' wishes. This does not fully safeguard children and promote their well-being and is a breach of the legal requirements for her registration on the Early Years Register. The required checks have

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provision

been completed on the adults in the home to ensure they are suitable. The childminder demonstrates a satisfactory understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She monitors the activities to ensure all areas of learning are covered, but, as yet, does not ensure individual children's learning needs are consistently planned for. This results in children making satisfactory, rather than good, progress.

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provision

The childminder reflects on her practice to ensure that she provides children with an appropriate range of activities. She regularly seeks the views of parents and children and uses these to develop her practice. Due to the ages of the children being cared for the childminder has not yet had to complete the required progress check at age two. However, she has obtained relevant guidance in order to support her in doing this when needed. Since registration the childminder has completed a childcare qualification at a level 3 and is keen to access further training. Consequently, the childminder demonstrates a suitable commitment to continuous improvement.

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provision

Partnerships with parents are generally positive and arrangements are in place to exchange relevant information about the children's general welfare and care. They receive information about their child's day both verbally and through the daily diary book. Parents comment positively about the care their children receive stating they have 'no concerns' and that 'it is like a second home'. The childminder shares her policies and procedures with parents, so they are aware of her childminding practices. The childminder talks to children and parents about what they do on the days they attend nursery and she is in the process of contacting the nursery herself to develop these links further in order to promote continuity in children's 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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY431435 Local authority Newcastle Inspection number 917680 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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