Childminder in Wakefield

Inspection date

Previous inspection date 13/11/2013 11/05/2009

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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

 The childminder is actively involved in children's play. She effectively questions them to support their learning and provides a broad range of stimulating activities. Therefore, children make good progress in their learning and approach their play with enthusiasm.  The children are happy and have good relationships with the childminder, which means they feel emotionally secure in her care. She manages children's behaviour well and effectively helps them to learn about boundaries, safety and good health practices.  The childminder regularly accesses safeguarding training and this means she has a good understanding of child protection issues; this contributes to keeping children safe.  The childminder has a good commitment to her professional development, and through training she improves her practice and provision for children.

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It is not yet outstanding because

 Planning for children's exceptional learning and readiness for school is not always highly successful. This is because the childminder is not consistently considering information about children's learning at home.  Information gathered from parents when children start is not always comprehensive enough about children's skills and progress. Therefore, assessments are not always precise and sharply focused when planning for children's exceptional learning.

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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.

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Inspection activities

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

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and household members, and discussed the provider's self-evaluation arrangements.  The inspector took account of the views of parents and children through letters.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in Normanton, Wakefield. The whole of the ground floor, except for a bedroom, and the garden are used for childminding.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She 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 10 children on roll, six of whom are within the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays and Bank Holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 endeavour to develop highly successful strategies to encourage all parents to consistently and frequently share information about their child's ongoing learning at home and other settings, to support planning for children's next steps in learning and preparation for school

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

 enhance the information gathered during initial assessments so that this is precise and sharply focused, to ensure planning for children's exceptional learning is based on a comprehensive knowledge of the children and incorporates the views of everyone involved in their learning.

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who attend

The childminder's good understanding of how young children learn and develop means that she supports them in making good progress in their learning. She is actively involved in children's play and during this time she uses a wide range of questions to extend and support children's thinking skills and progress. For example, she uses questions such as what, how and why so that children start to question and think for themselves, in order to acquire the skills to solve their own problems. This effective teaching means that the childminder encourages children to be active learners who confidently engage in conversations. The childminder makes good use of observation and assessment to ensure she has a good enough understanding of children's needs and abilities. This means she plans a wide range of activities and experiences to support individual children's next steps in learning. This includes taking swift action to discuss any concerns with parents if she

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who attend

thinks children may need some additional support; for example, working with speech therapists to support all children's development in their language and communication skills. Through effective organisation of resources, children make safe and independent choices in their play. Therefore, children are happy, enthusiastic and motivated learners. This effective approach to teaching means children make good progress in their learning. In addition, because the childminder plans activities and experiences across all areas of learning, she supports children in acquiring the skills they need for their future learning, such as starting school. For example, the childminder promotes children's understanding of simple mathematical concepts because during discussion she uses language, such as under, over, big, small, heavy and light. The children enjoy drawing activities and when looking at books the childminder encourages older children to think about the sounds they

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who attend

hear in the words. This supports children to make good progress in their literacy development.

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who attend

The childminder has good relationships with children. Through her teaching, planning, organisation of resources and use of outings, children learn in a welcoming and stimulating environment. For example, the childminder regularly takes children to groups within the community, therefore, they have good opportunities to mix and socialise with their peers. This promotes children's confidence in developing relationships with others, which helps them embark on new challenges, such as starting school. In addition, through making use of outdoors and talking about nature, the childminder effectively fosters children's development in understanding the world. For instance, when looking out of the window, children eagerly talk about the robin sitting on the bird table. In addition, they talk about the changes in seasons when they recognise the leaves are starting to fall off the trees. The children have good opportunities to express their own ideas, be creative

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who attend

and imaginative. They enjoy painting, sticking, creating models, exploring different media, textures, music, dressing up and engaging in role play activities. For example, they use their imagination as they use the diggers to scoop up the pasta and to fill the cement mixer. In addition, they enthusiastically and excitedly talk about how they love to bake and use the 'fairy dust' to make different designs on their cakes. These experiences successfully promote children's development in expressive arts and design.

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who attend

Relationships between the childminder and parents are good. Overall, they share good information about children's care, learning, progress and service. For example, the childminder uses a learning journal to keep parents well informed about their child's day, next steps and progress. This contributes to parents being able to support their child's learning at home. In addition, through her written policies and procedures parents are fully aware of the service in place for their children. However, there is scope to enhance partnership working with parents. For example, although the childminder works well with parents, her strategies to ensure she consistently and frequently encourages all of them to share their observations of children's learning at home are not always highly successful. Therefore, when planning for children's exceptional learning and readiness for school, assessments are not always taking into account what parents know about their child's

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

The children have good relationships with the childminder and because of these close bonds, they feel emotionally safe and secure in her care. Overall, settling-in visits and information gathering from parents when children first start mean the childminder has a good understanding of children's needs, likes and routines. Therefore, she provides continuity in their care by incorporating their individual routines into the childminding day, such as children's sleeping patterns. Therefore, children are happy, they settle quickly and the transition from home is a smooth process. This promotes children's personal, social and emotional development. In addition, these positive relationships, transition arrangements and emotionally security mean children have the confidence to take on new challenges, such as making the transition to school or nursery. However, information gathered from parents when children start is not always comprehensive enough, especially

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

around children's skills and progress. Therefore, initial assessments are sometimes not precise and sharply focused enough when planning for children's learning to further promote highly successful transitions from home.

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

The childminder manages children's behaviour well. She makes good use of praise to promote children's positive behaviour and self-esteem. She provides a positive role model and consistent boundaries and routines. Through play and discussions children learn to share and take turns, and they understand that using their manners is polite, kind and respectful. The childminder manages minor disputes well and she helps younger children to deal with their frustrations in a simple way. For example, when children feel angry or frustrated she encourages them to sit calmly and 'blow away' their angry and cross feelings. In addition, she uses a 'feelings mirror' so that children can look at their expressions and talk about how they feel. As a result, children behave well and they learn to deal with their emotions. This means they develop cooperative and harmonious relationships with their peers. The children are developing a good understanding of safe

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

boundaries and ways in which they can keep themselves safe. For example, they comment on how taking the digger to bed may hurt them while they sleep and they routinely discuss road safety on outings.

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

Effective arrangements are in place to promote children's good health. Children are learning about making healthy choices because the childminder provides nutritious meals and snacks. In addition, she involves them in baking and food preparation activities, which provides good opportunities to discuss the benefits of eating a healthy diet. For example, she talks to children about how the vitamins in their drinks help them grow healthy and strong. Through everyday routines, such as hand washing, children routinely learn about the importance of effective hygiene routines. For instance, when washing hands they talk about how they are washing the germs away so that they do not get ill. The childminder encourages children to engage in these practices independently, appropriate to their ages. This means they are developing good self-care skills and an understanding of their personal care needs. The children have many opportunities to play outdoors and to

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

engage in physical activity. They enjoy playing in the garden, going on walks and visiting the local park. These activities promote children's physical development and support them in leading healthy lifestyles. This is because they are being active and enjoying the benefits of playing in the fresh air.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She has a secure knowledge of child protection issues. This is because she regularly accesses training, which means she is aware of the potential signs of abuse and neglect and the procedures for reporting concerns. This contributes to protecting children from potential harm and risk. As a result of the childminder understanding her responsibilities, she recently notified Ofsted of an injury to a child. Consequently, this inspection took place and found that the childminder took all necessary steps for the appropriate treatment of the injury, including seeking medical assistance, informing parents and keeping accurate records of the accident. In addition, the childminder's first aid qualification is up to date and her risk assessments for outings and handling children

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provision

were reviewed. As a result, the childminder discourages children from swinging and jumping when holding hands to minimise the risk of any similar injuries. To further promote children's safety, the childminder implements a wide range of policies and procedures. She carries out daily safety checks and risk assessments to ensure her home is safe. In addition, her procedures include how she manages children's behaviour, fire evacuation, dealing with concerns, good supervision and the safe administration of medications. This contributes to promoting and safeguarding children's welfare.

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provision

The childminder's commitment to improving the provision for children is good. Through reflective practice and self-evaluation, she has a clear understanding of her strengths, areas to improvement and what action is needed to ensure she meets her goals. Therefore, she is proactive in improving the provision for children. For example, she frequently monitors children's progress records to ensure she provides a good range of activities to meet their individual needs. In addition, following the recent completion of safeguarding training for designated persons, the childminder ensures her policy and practice reflects the latest guidance. The childminder's commitment to her professional development is good. She has successfully completed a recognised early years qualification at level 3 and she frequently accesses training courses. This improves her personal effectiveness and children's achievements over time because she implements the

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provision

knowledge she gains in practice. Through discussions with parents and children, she explores ways to involve them in her self-evaluation.

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provision

The childminder has good relationships with parents. She keeps them well informed about their child's progress and service through regular discussions and by sharing children's learning journals. In addition, the childminder discusses any concerns she has with parents and this means they work well together to meet children's individual needs. Comments in parents' letters demonstrate they are happy with the service. They say their children are happy and that they have come on in 'leaps and bounds' while in the childminder's care. In addition, older children talk about the things they enjoy, such as colouring. The childminder understands the importance of working in partnership with other settings involved in children's learning. Therefore, because she does not actually collect children from these settings, she talks to parents about the types of activities children experience in school. In addition, she fully understands the importance of working

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provision

with parents and other professionals to ensure she supports children with special educational needs and/or disabilities. For example, working with speech and language therapists to support children who need help with their language and communication skills. This means the childminder meets the needs of all children in her care.

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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 EY100042 Local authority Wakefield Inspection number 942449 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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