Childminder in Wakefield

Inspection date

Previous inspection date 03/01/2014 27/11/2008

p.1

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

p.1

This provision is good

 The childminder fully understands the arrangements for safeguarding and she is confident in her conviction that she will be able to implement them effectively if necessary. This ensures children are safeguarded.  The childminder skilfully assesses children's progress and accurately identifies their next steps in learning. This enables her to plan very effectively for their individual learning needs and ensures children are well challenged so they make good progress across all areas of learning.  The quality of teaching is good. The childminder understands how children learn. As a result, children are well prepared for their next stage in learning, such as school.  The childminder has developed a good relationship with parents. This ensures they work together to ensure children continue to make good progress.

p.1

It is not yet outstanding because

 There is scope to enhance the way to share information about what children are able to do on entry to the setting.  There is scope to enhance the already good partnerships with other settings so that they become more highly involved in working together.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the lounge and outside learning environment.  The inspector looked at children's assessment records and planning documentation.

p.2

Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, her self-evaluation form and improvement plan.

p.2

Inspection activities

 The inspector took account of the written views of parents, carried out a joint observation and held discussions with children.

p.2

Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged seven and 12 years in a house in Heckmondwike, near Dewsbury. The whole of the ground floor and the rear garden are used for childminding. The family has cat and fish as pets. The childminder attends a toddler group and activities at the local church. She visits the shops and parks on a regular basis and collects children from the local schools and pre-schools. There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

p.3

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

 enhance ways to share information about what children are able to do on entry to the setting, such as an 'All about Me' booklet

p.3

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

 enhance the involvement of other settings by providing more opportunities to work together.

p.3

who attend

The childminder has developed good working partnerships with parents who contribute to their children's ongoing assessments. They are kept up-to-date with their children's progress and they discuss what they can do to extend their children's learning at home. This ensures children continue to make good progress. However, there is scope to improve the assessment on entry to her setting as they do not all include information about what children can do on entry. This sometimes reduces the effectiveness of her initial plans to support children when they first start at the setting.

p.3

who attend

The childminder provides a varied range of resources and activities both indoors and outdoors. She plans a good balance of adult-led and child-led activities and play opportunities that take account of children's individual learning needs. Resources are age and developmentally appropriate and children are able to select them independently. As a result, children become confident and independent learners. The childminder skilfully assesses children's progress and accurately identifies their next steps in learning. She plans very effectively for children's individual learning needs. As a result, children make good progress in all areas of learning. Consequently, children are well prepared for their next stage in learning, such as school.

p.3

who attend

The childminder demonstrates a good understanding of how children learn through play and she plans effectively around their individual interests. This keeps them interested and motivated to learn. The childminder's interventions are well timed and illustrate that she knows what children can do. She models 'thinking and doing' out loud, uses questions that have more than one answer and introduces descriptive words. As a result, children extend their skills in communication. Children's interest in letters and numbers are encouraged as they enjoy learning how to read the time and to write their name. The childminder teaches them how to hold their pencils correctly and encourages them to use a stick or stylus to draw in the sand. This helps to further develop their mark making skills. The childminder teaches children how to put on and fasten their own coats and shoes. As a result, children are developing their independence skills.

p.4

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

The childminder effectively promotes children's health and well-being by teaching them how to be healthy. For example, hand washing routines teach them about good hygiene practice and the benefits of fresh air and exercise. They are encouraged to take part in physical activities in the garden, go on short walks and visit local play gyms. Parents provide their children's meals and the childminder provides healthy options for snacks and milk, water and juice to drink. As a result, children learn to eat and drink healthily.

p.4

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

Children learn to manage risks through their daily routine and activities. For example, they regularly practice and emergency evacuation, climb the stairs safely and learn how to stay safe during outings. This helps children behave in ways that are safe for themselves and others. The childminder has high expectations for good behaviour. She works closely with parents and provides opportunities for children to socialise and cooperate with others. As a result, children are well behaved and learn to work together. This helps to prepare children for their next learning environment, such as school.

p.4

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

The childminder fully understands the emphasis places on working closely with parents and has developed good systems that help to promote this. For example, the childminder has a settling-in process that encourages parents to visit with their children and gradually work towards leaving them for short periods. This helps children forge a good relationship with the childminder and her family before being separated from their main carer. As a result, children settle quickly. The childminder encourages parents to share detailed information about children's individual care needs and home routines. As a result, the onward transition from home into the setting is very well managed. Children show through their body language that they have built a very warm and trusting relationship with the childminder. They seek out the childminder for reassurance and support when they need it and are very comfortable in their environment. This shows children feel safe.

p.4

provision

The childminder demonstrates a good understanding of child protection and she is confident in her ability to implement procedures effectively in order to protect children. All required documentation is in place. Risk assessments are recorded and clearly identify possible hazards and the action taken to ensure the safety of children. The childminder ensures that children are protected from people who are not vetted. For example, visitors to the setting are never left alone with children. The entrance to the home is secure which prevents unauthorised persons from entering and children leaving unnoticed. This ensures children are safeguarded.

p.5

provision

The childminder has continued with her own professional development. She has updated her qualifications in first aid, safeguarding and behaviour management. The childminder has evaluated the quality of her provision and its impact on children's care and learning. She has provided parents with the opportunity to give feedback and received very positive comments. Parents state that their children enjoy attending the setting and that they always have lots to do. They are also complementary about the impact of her teaching on the progress their children are making, in particular with their communication skills.

p.5

provision

The childminder encourages parents to provide updates on their children's progress at home. She uses this information to ensure assessments are accurate. As a result, children are appropriately challenged and continue to make good progress in all areas of learning. The childminder has actively encouraged other settings children attend to share information about their progress and what skills they are doing. However, there is scope to improve the already good partnerships with other settings to make them more highly effective. The childminder is aware of her responsibility to liaise closely with a wide range of professionals and work with them in order to support children and their families should they need it. The childminder understands the importance of carrying out the progress check at age two to assure early intervention if necessary. Consequently, children are well prepared for their next stage in learning, such as school.

p.5

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

p.5

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

p.6

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.

p.6

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.

p.7

Setting details

Unique reference number EY289402 Local authority Kirklees Inspection number 949214 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.8

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,

p.8

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’.

p.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9