Childminder in Wakefield

Inspection date

Previous inspection date 20/11/2013 03/11/2008

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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 requires improvement

 The childminder has known most of the parents and children for many years. Therefore, she has positive relationships, secure bonds and attachments with them and this means children are happy and feel safe in her care.  The children play well together, they make independent choices in their play, which means they are eager to learn. The childminder especially supports children's progress and readiness for school in their mathematical and literacy development.  The childminder keeps children safe and promotes their health. This is because she talks to children about the importance of making healthy choices and safe boundaries.

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It is not yet good because

 The use of observation and assessments to accurately and precisely identify, plan and keep parents well-informed about their child's next steps and progress across all areas of learning is not always consistent.  Information gathered from parents on entry is not detailed enough to ensure initial assessments are precise and based on a comprehensive knowledge of children's skills and knowledge.  Monitoring and evaluation is not rigorous enough to promote sustained improvement for children. This is because the childminder's overview of the areas of learning and her practice is not robust and action plans are not always targeted to overcome identified weaknesses.

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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 indoors and outdoors.

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Inspection activities

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

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of parents through discussions with the childminder.

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Information about the setting

The childminder was registered in 1995 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who works as an assistant, in Netherton, Wakefield. Children are cared for in a purpose built cabin in the rear garden of the childminder's home. There is a secure garden available for outdoor play.

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Information about the setting

The childminder visits the shops, park and other places of interest with children on a regular basis. She collects children from the local schools, nursery and pre-schools.

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Information about the setting

There are currently eight children on roll, of these, six are within the early years age group and they attend for a variety of sessions. The childminder operates term time only, from 7am to 5.30pm, Monday to Friday. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve planning by making effective use of observation and assessments to ensure children's next steps are clearly identified, precise and sharply focused, in order to provide a balance of challenging activities across all areas of learning.

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

 enrich the information gathered from parents during initial assessments, so that planning for children's learning is built on a comprehensive knowledge of their skills and knowledge

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

 develop robust systems for promoting continuous improvement, for example, through rigorous self-evaluation, which monitors the educational programmes and practice to; support promoting children's achievement; ensure improvement plans prioritise and set clear action plans to overcome identified weaknesses.

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who attend

Overall, the childminder has a sound understanding of how young children learn and develop, although, the quality of teaching is variable. She is actively involved in children's play and through her positive interactions and encouragement; she supports children to be active learners. For example, she organises some resources, so that children make their own choices in play and she takes their lead when they initiate their own ideas. This means children are willing to try new things; they experiment, explore and become engrossed and engaged in activities. For instance, when children decide to play at picnics, the childminder supports this. During the activity she uses her questioning skills to encourage children to think for themselves and to support them in solving problems. As a result, through open discussions with the childminder children are able to work out what the different foods are, such as the blueberry pie. This approach to teaching and positive

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who attend

interactions appropriately promotes children's language and communication skills. The childminder routinely completes observations and assessments on children, therefore; overall, she has an understanding of their likes and abilities. However, the quality of teaching when using these observation and assessments is not always effective and secure enough to accurately identify children's next steps. For example, the childminder observes children and identifies next steps based specifically on that observation and area of learning. Therefore, when planning for their next steps she is not always using her assessments to consider children's progress as a whole across all areas of learning. As a result, she focuses on some areas far more than others, for example, she places a strong emphasis on the prime areas and children's progress in mathematics and literacy. This means children count with confidence, they talk about different colours and they eagerly

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who attend

engage in early writing activities. This contributes to children acquiring some of the skills that support their future learning, such as starting school. However, there is not always a balance and breadth of activities across all areas of learning or planning, so that children make better than satisfactory progress and readiness for school is not always consistent.

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who attend

Children are happy and they approach their play with enthusiasm. This is because the childminder provides a friendly, welcoming and child-orientated environment for them to learn. She displays a varied selection of children's work and posters around the room and this provides a sense of belonging for them. In addition, the appropriate organisation of resources provides opportunities for children to make safe and independent choices in their play. Although, some of the toy boxes are very full, which sometimes makes it difficult for children to see what resources are in them. Despite planning not having a strong emphasis on understanding the world and expressive arts and design, children do access some activities and experiences to foster their development in these areas. The childminder makes use of outings and walks to appropriately promote children's development in understanding the world. They talk about seasons, look at nature and they

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who attend

engage in a few activities that help them learn about events, beliefs and traditions in their own lives and those of other people that live in their community. To support children's progress in expressive arts and design, the childminder engages children in arts and crafts. For example, children enjoy singing, making their own musical instruments using the pans and spoons, painting and sticking activities. Children enjoy being creative and imaginative, especially when playing with the childminder's assistant. This is because the assistant uses his imagination to ignite children's imaginary thoughts and ideas. As a result, when playing outdoors children excitedly talk about the two-headed zebra jumping over the fence in the garden. In addition, they cannot wait to draw a picture of what they have seen when going indoors. The childminder has positive relationships with parents and overall, they work together to

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who attend

meet children's needs, support their progress and readiness for school. For example, they regularly discuss children's care needs, routines and some progress, including agreeing how they are to manage any concerns, such as monitoring children's language and communication skills. However, because the childminder is not always accurately identifying children's next steps within her assessments, keeping parents up to date with their child's progress so they can support their learning at home is not always robust enough.

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

Children have positive relationships with the childminder. She gathers some relevant information from parents about children's individual needs, likes and routines, through discussions and settling-in visits. This means the childminder provides some continuity in children's care. For example, she incorporates children's sleep routines into the childminding day. In addition, the childminder has worked with some of the families and children for many years. This includes caring for parents in the past, then their children and many siblings. This means families and children have secure bonds and attachments with the childminder, which means children are happy and feel safe in her care. This contributes to securing smooth transitions from home to the childminders. This appropriately promotes children's personal, social and emotional development and helps children embark on new challenges with confidence. For example, supporting children as

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

they move onto new settings, such as school and nursery. However, although the relationships are positive and they share some information on start, this is not always comprehensive enough. For example, information gathered from parents during initial assessments lacks some detail to ensure the childminder has a secure and comprehensive understanding of children's skills, progress and knowledge. Therefore, when planning for children's effective learning, initial assessment around children's starting points are not precise and sharply focused enough.

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

The childminder's arrangements to promote children's health, hygiene and self-care skills are sound. She provides nutritious meals and snacks, so that children appropriately learn about the benefits of making healthy choices. For example, at snack time she offers choices and talks to children about how the fruits help them grow strong. Through regular routines, such as hand washing, children are learning about health and hygiene. They independently wash their hands and confidently explain why they need to do this. For example, they explain how the germs on their hands may make them ill. Through walks, outings, going to the park and using the garden, the childminder ensures children play outdoors in the fresh air on a regular basis. For example, when playing in the garden, children enjoy running, kicking balls and riding their bikes up and down the path. These activities provide sufficient opportunities for children to be active. It promotes their

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

physical development and understanding of the importance of leading a healthy lifestyle. Children are appropriately learning about ways in which they can keep themselves safe and boundaries. For example, on outings they discuss road safety. In addition, they talk about how they must let the childminder know where they are in case the smoke alarm sounds and they need to evacuate the building. The childminder regularly praises children and this means they have positive self-esteem and confidence in their abilities. For example, she lets children know she is pleased with them when they help to tidy away the toys. She manages children's behaviour well, for example, she encourages them to share, take turns and she explains to them why certain behaviour is unacceptable. As a result, children behave well, they enjoy playing together and they have positive and harmonious relationships with their peers. For example,

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

children cooperate with each other when playing at picnics; they make certificates for their friends and listen to what they have to say with respect.

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provision

Overall, the childminder has a sound understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. The childminder and her assistant access safeguarding training and this means they have a sufficient understanding of child protection issues. They are aware of the different signs of abuse and neglect and the procedures for reporting concerns to relevant agencies. This contributes to protecting children from harm. The childminder provides a safe and clean learning environment for children to play. She manages this because she supervises children's play, she completes regular safety checks and risk assessments. Therefore, appropriate precautions are in place to minimise the risk of accidents, injury and illness. For instance, security on the entrance means the childminder can monitor who enters the premises. She maintains all required documentation to meet

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provision

requirements, such as children's records. In addition, she has some basic and brief policies in writing, for example, her procedures for dealing with complaints and safeguarding concerns. In addition, she completes all necessary suitability checks on her assistant and involves them in discussing her policies, so that they understand their roles and responsibilities. Therefore, ensuring they are suitable to work with children, which includes assessing any changes that may affect this, such as changes to their health. This contributes to keeping children safe.

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provision

The childminder is committed to improving the provision and has taken some steps towards evaluating and monitoring her service by reflecting on her practice and service. As a result, she identifies some aspects of her service that she can improve to support improving the provision for children. For example, she recognises that by making more use of toddler groups she can support children in developing relationships with others in larger groups. However, her approach to monitoring, for example, through self-evaluation is not yet fully embedded in practice or rigorous. For example, her arrangements for monitoring children's progress, the educational programmes and teaching practice are not yet robust. As a result, children do not always access a broad and balanced range of activities across all areas of learning. In addition, organisation of some resources, such as over filled toy boxes, occasionally, inhibits children's choice. In addition, the childminder is

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provision

yet to prioritise her identified weaknesses, so that targeted action plans are in place to support improving quality and children's achievements over time. The childminder understands the importance of continual professional development to improve her personal effectiveness and outcomes for children. As a result, she accesses some training, for example, she ensures her safeguarding training is up to date. Although, through her own reflections, she recognises she has not recently made full use of training opportunities to improve the quality her teaching and practice.

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provision

The childminder has sound relationships with parents. Through discussions and sharing some information about their child's progress, they work sufficiently together to meet children's needs and learning. The childminder explains how she regularly asks parents if there is anything they want her to do to improve her service and children's learning. She explains parents frequently say their children are happy in her care. The childminder understands the importance of working with other settings children attend to promote continuity in their learning. Therefore, she has established positive relationships with school and nursery. She regularly talks to them about what children are doing and experiencing in school, so that she can complement these experiences at home. This promotes continuity when planning for children's learning. The childminder understands her responsibilities in working in partnership with external agencies and other

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provision

professionals if children need additional support or help. For example, seeking support to promote children's language and communication skills.

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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 321958 Local authority Wakefield Inspection number 819177 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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