Childminder in Wakefield

Inspection date

Previous inspection date 10/01/2014 05/11/2009

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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 incorporates children's likes and interests into the planning and she provides a good range of activities across all areas of learning. Therefore, children make good progress in their learning.  Children make safe and independent choices in their play because the childminder effectively organises resources around the playroom and home. Therefore, children happily engage in their play with high levels of motivation and enthusiasm.  The childminder has good relationships with children. Through settling-in visits and gathering detailed information from parents about children's needs and routines, she supports their emotional development. As a result, children feel safe and settled in her care.  The childminder accesses a wide range of training courses to promote her professional development and she makes good use of self-evaluation to promote improving the provision for children.

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It is not yet outstanding because

 Strategies to engage all parents in their child's learning are not always highly successful to support the childminder's planning for children's exceptional progress and readiness for school.  The childminder has not consistently implemented highly effective strategies to support the performance management of all assistants involved in children's 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 toured the premises and observed children playing indoors and outdoors.

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Inspection activities

 The inspector completed a joint observation and spoke with the childminder, other practitioners and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning records, planning documents, self- evaluation, evidence of suitability of practitioners and a range of other documentation, policies and procedures.

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Inspection activities

 The inspector took account of the views of some parents through parental questionnaires and letters.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged eight and three years and two months in Castleford. The whole of the ground floor and garden are used for childminding. The family has a cat.

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Information about the setting

The childminder attends a toddler group and activities at the local children centre. She visits shops, parks and other places of interest with children on a regular basis. She takes and collects children from local schools, nursery and pre-schools.

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Information about the setting

The childminder works with assistants. There are currently 10 children on roll, three of whom are in the early years age range. Children attend for a variety of sessions. The childminder provides funded early education for two-, three- and four-year-olds. She operates all year round from 8am to 6pm, Monday to Friday, for Bank Holidays and family 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:

 strive towards establishing highly successful strategies to engage all parents in their child's learning so that planning is exceptional and accurately incorporates what parents know about their child.

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

 develop further strategies to support the personal effectiveness of all assistants working with the children, using consistent monitoring to promote their first-rate quality of teaching, understanding and practice.

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who attend

The childminder has a secure understanding of how young children learn and develop. Therefore, her practice and the quality of her teaching are good. This means children make good progress and this supports them in acquiring the skills to promote their future learning, such as starting school. For example, the childminder is actively involved in children's play and she makes effective use of open-ended questions to encourage children to solve problems and think for themselves. This effective teaching encourages children to be active learners. Through her positive interactions with children and modelling good use of language, she effectively promotes children's development in language and communication. For instance, when engaging with babies and younger children she provides a running commentary so that children start to repeat words in their play. In addition, she listens to and shows an interest in what older children have to say.

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who attend

This means children are confident speakers who engage easily in conversations. For example, they excitedly talk about their favourite toys and what they are making with the dough. The childminder's observations and assessment arrangements are effective. As a result, she has a good understanding of children's individual abilities, likes and needs across all areas of learning. She uses her observations to accurately monitor and track children's progress. Therefore, she quickly identifies children's next steps in learning, which she records on her 'monthly review' sheet. She effectively links these to her planning to ensure she plans activities to support individual children's needs. In addition, she ensures her planning is flexible enough to reflect children's daily choices, likes and interests. As a result, children happily engage in a good range of activities, and this means they are motivated and enthusiastic learners.

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who attend

The childminder uses her conservatory as a designated playroom and she ensures children have independent access to a wide selection of resources across all areas of learning. This includes children having free access to the outdoor area. She ensures children have free access to pens, paper and books, and she uses posters, labels and signs around the learning environment to support children's literacy development. As a result, children understand that print carries meaning, they show an interest in books from an early age and they enjoy developing their pre-writing skills through chalking and drawing activities. Through activities, such as playing with the dough, the childminder encourages children to think about shape, size and number. For example, she talks to children about the shapes they are making, she uses words, such as big and small, and she encourages children to count in their play. This effectively promotes their mathematical development. The

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who attend

childminder fosters children's development well in understanding the world. For example, she talks to children about the natural environment, weather and seasons. In addition, through celebrating different cultural events and festivals, children develop positive attitudes towards all people who live in society. Furthermore, children use resources that help them work out how things work and simple technology. For example, younger children enjoy playing with resources that require them to twist, turn, press and lift flaps to make them work. Children have good opportunities to be creative, use their imagination and express their own ideas. For example, they engage in painting, explore different textures and enjoy role play. In addition, when playing with the animals, young children excitedly talk to themselves as they pretend their lions and tigers are going on adventures. This means children make good progress in their expressive arts and design development.

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who attend

The childminder has good relationships with parents. She uses notice boards, newsletters, written policies and procedures to ensure they receive good quality information about the service and provision for children. The childminder uses a daily information sheet to share with details with parents about their child's care routines and activities. This contributes to promoting continuity in their care. In addition, the childminder shares her observation and progress records with parents, including information on children's next steps in learning. However, she recognises that her strategies to share and exchange information are not engaging all parents. Therefore, when promoting continuity and planning excellence in children's already good learning and readiness for school, the childminder is not always including what parents know about their children.

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

The childminder gathers detailed information from parents and carers when she first starts to care for children so that she is aware of their starting points. She does this through discussions during settling-in visits and by completing relevant documentation. This means she has a good understanding of children's needs, likes, routines and progress. Therefore, when settling children and securing the transition from home, she works closely with parents to promote continuity for children. In addition, she supports children already in her setting to manage change so that they feel emotionally safe and secure. For example, through role play, introducing children to dolls and talking about caring for others, she prepares children well for their birth of her new baby. In addition, she regularly works with assistants and she ensures they all work closely with the children. This means children build up strong bonds, attachments and secure relationships with everyone involved in

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

their care. Therefore, children are happy and feel safe, emotionally secure and settled in their care. This effectively promotes children's progress in their personal, social and emotional development. In addition, the childminder regularly takes children to local groups so that they learn to mix and play in different social situations. This, alongside the positive relationships and effective transition arrangements, gives children the confidence and emotionally security to embark on new challenges, such as starting school or nursery.

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

The childminder provides a welcoming environment for children. She displays their work and photographs around the home, which provides them with a sense of belonging. She manages children's behaviour well, such as supporting young children who show signs of frustration and a strong sense of will and determination typical for their ages. For example, she talks to them calmly, offers reassurance and suggests ideas to engage them in play. In addition, she provides a positive role model, promotes consistent routines and effectively praises children's achievements. Therefore, children learn about boundaries, sharing, taking turns and right and wrong. In addition, she incorporates their likes and choices into the planning of activities. This means children feel their choices are valued, and this promotes their confidence and self-esteem.

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

Through play, routines and discussions, children are developing a good understanding of safety, health and hygiene. For example, children take part in fire evacuation practices so they know what to do in an emergency. Also during routines, they discuss how to keep themselves safe. For example, the childminder reminds them if they do not sit on their chairs correctly, they may fall and injure themselves. The childminder implements a good range of policies and procedures that contribute to promoting children's health. Through cleaning routines and management of illness, she minimises the risk of infection and illness. Through everyday routines, such as hand washing, children are developing good self-care skills and an understanding of their own personal hygiene needs. The children have good opportunities to discuss the benefits of making healthy choices. This is because the childminder provides nutritious snacks and meals. In addition, she involves them in

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

preparing some foods, such as making their own pizza, so that they talk about different foods, tastes and textures. The children have free access to the outdoor area; in addition, the childminder routinely takes children on outings and walks. Therefore, children have good opportunities to enjoy the benefits of playing in the fresh air, exercise and being active. For example, children confidently ride their scooters around the garden and they develop their coordination skills as they use bats and balls. These activities and opportunities promote children's physical development and all-round health because the childminder encourages children to lead a healthy lifestyle.

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provision

The childminder fully understands the importance of meeting the safeguarding children's welfare requirements of the Statutory framework for the Early Years Foundation Stage. This includes taking seriously any concerns or incidents that may influence the quality of care she offers. For example, to ensure she safeguards children, she regularly completes safeguarding training and includes child protection training in the induction of her assistants. This means all adults working with children understand the potential signs of abuse and neglect and the procedures for reporting and monitoring concerns. This contributes to protecting children from harm.

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provision

This inspection took place following a provider notification and a concern relating to children's safety. The inspection found that the premises were left unlocked for a short time and this meant two children momentarily were able to leave the home. However, due to appropriate adult-to-child ratios at the time, deployment of adults, supervision and vigilance, the incident was noticed instantly and the childminder swiftly ran outdoors to reach the children, who had run a short distance along the path. The childminder immediately recognised the significance of the incident and instantly carried out a full investigation. As a result of this, she updated her risk assessments and put in place additional safety precautions, such as fitting a safety gate to prevent children's access to the hallway, and she tackled under-performance issues with relevant adults involved. In addition, she immediately discussed the severity of the incident with all adults she

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provision

employs and notified relevant agencies and parents of the incident. As a result of her own full investigation, the childminder took all necessary action to prevent a reoccurrence. In addition, at the time of the inspection, she complied with all requirements. To further demonstrate how she keeps children safe, the childminder maintains a wide range of detailed documentation, policies and procedures. These include, how she manages children's behaviour, how she deals with accidents, and safeguarding polices, including the safe use of cameras and mobile phones. The childminder completes an induction with all her assistants and this contributes to keeping children safe. In addition, documentation includes robust recruitment and vetting procedures, such as evidence of suitability checks on all adults to ensure they are suitable to work with children. This contributes to safeguarding children. Through good deployment of adults, maintaining adult-to-child

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provision

ratios and risk assessing outings, she ensures children are supervised in their play, both indoors and outdoors and on outings.

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provision

The childminder's commitment to improving the provision for children is good. She uses self-evaluation and reflective practice as a way to identify her strengths and areas to improvement. This means she has clear targets to promote a culture of continual and sustained improvement for children. This includes successfully addressing the recommendations from her last inspection. As a result, she makes effective use of the outdoor area to promote children's learning. For example, she hangs plastic bottles from the fence filled with different items, such as rice, pasta, glitter, water and other materials, to create a sensory area for children. She uses windmills, ribbons and streamers so that children can explore how they move in the wind. In addition, boards for chalking provide opportunities for children to make marks and draw outdoors. This means she uses her outdoor area effectively to promote all areas of learning for children. The childminder

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provision

frequently works with assistants; she supports trainees on training courses and she regularly takes students from colleges. When working with students and trainees, she works closely with their tutors and assessors to ensure she coaches and mentors them professionally so they effectively work towards gaining a recognised early years qualification. When employing assistants, she understands the importance of effective performance management to support their professional development. As a result, she implements some strategies to support this. Through staff meetings, she discusses good quality practice and she outlines her expectations. For example, she explains the importance of positive interactions, questioning children and being actively involved in their play so assistants understand their role in supporting children's learning. However, her approach to support her assistants on an individual basis is not yet consistent or highly

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provision

effective to successfully monitor their practice and personal effectiveness. For example, through implementing high quality supervisions, appraisals and a well-established programme of professional development that effectively and successfully monitors the quality of teaching and practice of individuals working with children. Therefore, ensuring everyone has a first rate understanding of supporting children's achievements over time to mirror the commitment she displays towards her own professional development. The childminder goes on a wide range of training courses as a way to improve her knowledge and understanding. She demonstrates her commitment to improving the provision for children by successfully achieving accreditation to offer funded early years education. Through parental questionnaires, observations and discussions with children she effectively involves others in her self-evaluation.

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provision

The childminder has good relationships with parents. Through discussions, children's progress records, newsletters, policies and procedures, she shares some good information with parents. This contributes to meeting children's individual needs. Parents' comments about the service are positive. They say their children are happy and that feel confident their children are well cared for and safe. They say the childminder is very professional and provides a good range of activities to promote their child's learning. The childminder understands the importance of working in partnership with other settings involved in children's learning. She talks to them about what children are enjoying and experiencing so that she can complement these to promote continuity in their learning. In addition, she works closely with parents and any relevant external agencies to ensure she supports children with special educational needs and/or disabilities. This includes inviting other

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provision

professionals into her home so that they can share their ideas on how they can support children's future 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 EY344483 Local authority Wakefield Inspection number 943442 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 9 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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