Storey, Clare

Inspection date

Previous inspection date 05/11/2013 09/05/2012

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early years provision

This inspection: 2 Previous inspection: 2 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 independently access well-organised resources in a motivating environment. They are valued as unique individuals and support is offered according to their needs.  The childminder has good teaching skills and understanding of the Early Years Foundation Stage. She plans purposeful play and a good balance of adult-led and child- initiated activities, in order to support children's learning towards the early learning goals.  The childminder has very good behaviour management strategies in place that effectively promotes children's confidence and self-esteem.  The partnerships with parents and other early years providers are effective in ensuring that each child's care and learning needs are well met. Consequently, children make good progress.

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It is not yet outstanding because

 A broad range of natural materials and open-ended resources are not always readily accessible to babies and young children, to enhance their sensory explorations.

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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 children's learning activities and spoke with the childminder and the children throughout the inspection.  The inspector viewed the premises, toys and equipment.

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Inspection activities

 The inspector sampled documentation and took account of the views of parents, through recently completed questionnaires.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She occasionally works with an assistant. The childminder lives with her partner and her three children aged 14, eight and two years in a house in Mirfield, West Yorkshire. The whole of the ground floor is used for the children and the garden is used for outdoor play.

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Information about the setting

The childminder attends toddler groups each week. She visits the shops and park on a regular basis and collects children from the local school. There are currently 13 children on roll, of whom, three are in the early years age group and attend for a variety of sessions. The childminder operates all year round except for family holidays.

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

 extend the range of open-ended and natural resources available to children, such as treasure baskets to enhance their sensory explorations.

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who attend

The childminder has a very secure understanding of how children learn and develop. She provides a wide range of enjoyable experiences across all areas of learning, through which children develop essential skills for their future learning. The childminder knows children and their families well. She works closely with parents to gather useful information about children's individual interests, preferences and abilities. This enables her to provide sufficient challenge through play activities, which in turn helps children make good progress in their learning and development. She uses effective teaching methods to engage children and maintain their interest. The childmimder promotes children's communication and language skills through ongoing discussion, the introduction of new words, open questioning and the provision of well-planned and skilfully delivered adult-led activities. As children paint and decorate objects for the Christmas tree she asks them

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who attend

about the colours that they are using and they talk about the colours and numbers as they build towers using the large bricks.

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who attend

Children are provided with lots of opportunities to learn how to control technology toys when they press buttons on electronic musical toys to see what happens. The childminder demonstrates curiosity by thinking out aloud when she asks 'I wonder what this button does?' When the child accidently turns off the machine she asks 'Why won't it work?' giving the child time to think and respond with 'It needs more batteries'. Then she shows the child the use of the on and off switch. Children enjoy using musical instruments to experiment with sound and different ways of making music. The childminder joins in with the musical activities of the children by hitting the tambourine then the children imitate her actions using shaking and tapping movements. Children have access to a wide range of activities that are easily accessible to them in the playroom. However, there are fewer opportunities for them to play with more natural open-ended resources and engage in

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who attend

heuristic play, such as treasure baskets to learn through using their senses and engage in more open ended activities.

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who attend

Assessment records, including the progress check at age two, that are maintained by the childminder are thorough and focused. The childminder shares these regularly with parents in order to agree appropriate areas for future development and ideas for home learning. Children have brought in resources from home to put into their 'time capsule' and they have continued 'hedgehog hunting' at home as part of the autumn theme. The childminder achieves a good balance of adult-led and child-initiated activities that extends individual children's learning effectively. She has a good understanding of children's learning styles, including those children who learn better outdoors. The childminder encourages children to recall and discuss recent activities. She knows that children greatly enjoy reliving past experiences, as it reinforces what they already know, understand and can do, which impacts positively on their growing confidence. These effective teaching

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who attend

skills impact positively on children, as they develop in the very supportive learning environment.

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

Children form very strong attachments to their childminder. They are happy, confident and settled in her care. The childminder is attentive, nurturing and supportive and acts promptly to meet their individual needs. As a result, children demonstrate that they feel safe and secure. The childminder gradually settles, into her care, all new children alongside their parents. She encourages new children to take home their favourite toys from her home to help build familiarity and a sense of belonging. The childminder also supports parents in settling children into their new school or nursery to aid their smooth transition. Consequently, she successfully fosters children's emotional well-being.

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

The childminder uses very good strategies to manage children's behaviour and, as a result, they behave very well and are aware of the boundaries of the setting. She uses an award system where children gain points for good behaviour, such as helping one another, being kind or helping tidy away the toys. The childminder has found that this has greatly improved children's behaviour within the provision and some parents carry this system on at home to ensure consistency of care. Award certificates are also given to the children and she uses lots of praise and encouragement for their achievements, hence she builds their self-esteem and confidence very well.

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

As part of the activities the childminder helps children to understand about how to keep themselves and others safe. She enables children to take risks in a safe environment, such as when they use the slide and climbing frame in the park. The children have recently done activities around safety in the environment. For example, they learned about stranger danger, crossing roads safely and how to stay safe around dogs. A police officer also visited the home as part of the activities to talk with the children about safety in the home and in the community and they enjoyed wearing the high visibility vests provided. The childminder makes sure that children are safe on their walk to and from the local school as they again wear high visibility vests so that they are easily identifiable. Children's health is also effectively promoted. Children enjoy healthy snacks and meals throughout the day that are freshly prepared. She has recently reviewed the menus to include lots of

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

autumn foods to support her current theme for the activities and children have been involved in this process. They help prepare their favourite meals, such as making pancakes and pizza. Children have good opportunities to play outdoors daily. For example, they regularly visit the park on their way home from school and also enjoy playing on the church field where they benefit from the exercise and fresh air. Children learn about good hygiene practices from an early age to help prevent the spread of infection. For example, after using their potties children wash their hands and they are reminded to make sure their hands are 'germ free' before they eat meals and snacks.

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provision

The childminder has a good understanding of the requirements of the Statutory framework for the Early Years Foundation Stage, as a result children are well protected. She is successful in her ability to effectively promote children's well-being and support their learning. The childminder has a secure understanding of the local safeguarding children's board procedures and is confident to follow these should the need arise. In addition, she keeps her knowledge of child protection up-to-date by attending training. All adults in the home have been checked for their suitability to further protect children. Comprehensive written risk assessments are in place that cover all aspects of the provision both indoors and out, including the transportation of children in a vehicle safely. This helps to minimise risks to children. Adult to child ratios are maintained at all times and children are effectively supervised to enhance their safety. The childminder has recently

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provision

employed an assistant to support her in her work and has implemented an induction plan. There is a very good range of policies and procedures in place that effectively underpin the provision to enhance children's well-being. She shares these documents with parents to help maintain consistency in practice between the childminder and parents.

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provision

Strong partnerships with parents and other early years practitioners contribute positively to meeting children's individual needs. Parents receive very good information about the provision to keep them up-to-date about events and future activities. For example, they receive regular newsletters and have access to useful information on the notice board. The childminder is conscious of parents' busy lifestyles and provides information in the form best suited to them. For example, lots of information is sent electronically, such as newsletters. The childminder also shares information with children's teachers to promote their care and learning effectively through regular chats.

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provision

The childminder demonstrates a good capacity to drive continuous improvement in her practice. She regularly evaluates her provision to identify areas for future development. Parents and children are involved in this process through regular discussions and the use of parent and children questionnaires. For example, owing to parents comments the portion size of meals have been reviewed. Children's views influence the activities and resources that are provided to promote their interest in the activities. The childminder effectively monitors and implements the educational programme to ensure that it meets the needs of each child in her care. She ensures that her practice is fully inclusive to support the needs of all children who attend the setting. All the recommendations identified at the last inspection have been addressed successfully. Children are now more involved in meal time plans and the self-evaluation systems are stronger. As a result, the

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provision

childminder demonstrates her commitment to continually improve her service to benefit the children very well.

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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 EY437907 Local authority Kirklees Inspection number 939278 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 11 Number of children on roll 13

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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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