Childminder in Kirklees

Inspection date

Previous inspection date 28/03/2014 Not Applicable

p.1

early years provision

This inspection: 2 Previous inspection: Not Applicable 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 has a good awareness of how young children learn and this contributes towards the good progress children make in relation to their starting points.  Lots of praise and encouragement help the children to become confident in their own abilities, fostering their independence and ability to make healthy choices and keep themselves safe.  Children enjoy warm, caring relationships with the childminder who effectively supports their personal, social and emotional development.  Parents are given verbal information daily and are actively involved in assessments of children which helps parents to support children's learning at home.  The childminder has a good understanding of safeguarding children and gives high priority to their safety.

p.1

It is not yet outstanding because

 The outdoor area is less effectively used in order to enrich children's ability to discover and explore new ways of doing things.  There are fewer opportunities for children to see positive images of race, sex, disability or religion within the setting.

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 play rooms and the outdoor area.

p.2

Inspection activities

 The inspector spoke with the childminder at regular intervals throughout the inspection and made observations of the child present.  The inspector sampled a selection of relevant documentation.

p.2

Inspection activities

 The inspector took account of the views of parents and carers from written references.  The inspector spoke to the child during free play.  The inspector checked the qualifications and suitability of the childminder.

p.2

Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and her adult daughter in a house in Batley, West Yorkshire. The childminder attends toddler groups. She visits the shops and the park on a regular basis. She collects children from the local schools. There is currently one child on roll who is in the early years age group and attend for a variety of sessions. The childminder operates all year round except for family holidays, from 8am until 6pm. Monday to Friday.

p.3

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

 enhance the outdoor provision by offering children greater opportunities to explore and discover through the use of more open-ended resources that can be used in different ways, such as crates, materials, drain pipes and construction sets

p.3

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

 provide children with resources that reflect positive images of a wider world, such as dolls, books, play figures and dressing up clothes.

p.3

who attend

The childminder has a very good knowledge of the Early Years Foundation Stage and the seven areas of learning, she fully supports children's development well. Planning is well thought out and meets children's individual needs successfully. Individual learning files are in place for all children, and these include photographs, creative work, observations and assessments. These are all linked to the areas of learning and are used to identify the next steps in each child's development. The childminder works carefully with parents to support children's learning from the start. Ongoing discussion and sharing of children's learning files ensures that parents remain involved and up to date about their child's progress. This, along with the childminder's positive engagement and interaction with children, helps to combine their learning, particularly in the prime areas of development. The childminder has a natural skill when teaching children, she effectively teaches the children through

p.3

who attend

quality experiences and activities, For example, the childminder speaks to the child about the work men who are digging up the road, the child asks questions with interest as he plays in the sand, the childminder responds with skilful explanations about the road works engaging him in a conversation. This shows the quality of teaching is consistently good and sometimes outstanding. Assessment is used effectively to plan for children's next steps in learning and as a result, the childminder includes suitable activities, experiences and challenges for the children. The childminder provides a stimulating learning environment indoors, covering all areas of learning. She displays resources well so that they are accessible for all children to make their own choices. Children take pleasure in spending time with the childminder as they participate in a variety of appealing activities. The activities are planned in advance.

p.3

who attend

However, this is very flexible to allow children to do what they want. All activities effectively reflect children's individual interests. This helps children to develop the characteristics of effective learning. For example, children are provided with interesting toys and equipment that foster their curiosity and imagination. As a result, children are keen to find out how things work and talk enthusiastically about their discoveries as they role play with the trucks and bricks. The childminder communicates well with children she skilfully asks children questions which help them to think and find out things for themselves, such as 'Which one could it be?' and 'What do you think?' This promotes children's thinking and problem solving skills. This gives them confidence to speak about and develop their own ideas in play. Children extend their creative and thinking skills on a daily basis where interactions challenge the children effectively. The childminder

p.4

who attend

communicates with children constantly, speaking about what they are doing and talking sensitively to them as a matter of routine. She encourages children to expand their vocabulary through questioning and explanation as they gain confidence in constructing sentences. This helps children to develop the key skills needed for their next stage in learning. Children's personal, social and emotional development is supported well.

p.4

who attend

Children are praised when they do well and this helps to build their confidence and self- esteem. Children take part in creative activities and food testing sessions for different festivals and celebrations, such as Easter, Christmas and the Chinese New Year. However, children have fewer opportunities to see positive images of race, sex, disability or religion within the setting. Children explore a wide variety of creative activities using an assortment of media. The childminder fully understands the importance of supporting young children to develop their skills in using technology.

p.4

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

Children enjoy a warm and secure relationship with the childminder in her welcoming setting; she takes time to get to know all the children very well. Children are calm and relaxed within the home and are fully at ease, which means the children's individual needs are successfully met, promoting their well-being. The childminder works closely with parents from the start of their learning journey with an inclusive range of information, including any specific needs, and information about any allergies or cultural requirements being exchanged. Daily routines are followed after talking to parents to ensure they are consistent with home routines, such as sleep times. The childminder plans successfully to make sure children are happy and have plenty of attention to make them feel special. The relationship between the childminder, the children and their parents is effective in ensuring quality care for all children. Children feel secure and flourish in the care of the

p.4

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

childminder because they form very secure emotional attachments. Everyone smiles and laughs together. This gives children a strong base and the confidence and self-esteem to progress and support their transitions to school. As a result, children are very much enthused, interested learners who participate eagerly in activities. Children are very confident in expressing their needs and play ideas, asking for specific games or toys and easily choosing from the ones they can reach. This shows children's growing independence in making decisions about their own play and learning.

p.4

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

Children are courteous, well-mannered and control their own behaviour well because the behavioural rules are embedded. Reminders and positive reinforcement means children receive consistent messages. Children build good relationships with their friends. They work together very well to create their play. The childminder is skilled in developing children's independence and learning during play and daily routines. The childminder talks about what they are doing so that children understand risks. As a result, children recognise dangerous areas and understand the need to do things differently to keep safe. For example, children are asked to sit down at the table and not stand on the chair as they would fall. Children comply fully with expectations and learn to keep themselves safe in an emergency through practising the escape plans. Becoming increasingly safety aware, making friends and learning self-care skills, means children gain essential skills and

p.5

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

attitudes to support their future move to other settings or to school.

p.5

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

The consideration given to hygiene practices and healthy lifestyles is apparent at all times. Children enjoy nutritious, healthy snacks, such as fruit and vegetables. Children enjoy lots of fresh air and exercise and benefit enormously from using the local community such as the park, which further promotes aspects of their physical play. The outdoor environment is used well at times to support children's overall learning, although, there is scope to improve opportunities for children explore and discover new things through the use of open-ended resources which can be used in different ways. Children are well prepared for their next stage in learning and for their future learning. This is because children learn positive skills and attitudes to exploring and learning, building friendships and their self- care.

p.5

provision

The childminder is organised and completes all the essential paperwork, such as children's information and a record of their attendance. Her policies and procedures are shared with parents so they are aware of her responsibilities. The childminder has a good knowledge of the safeguarding procedures to follow in the event of any concerns about a child in her care. She carries out thorough risk assessments of her home and takes appropriate steps to keep children safe.

p.5

provision

The childminder monitors children's progress well and has a very good awareness of their abilities and skills. The well thought out planning helps her to ensure that she covers each area of learning with adult-led activities or plans for the availability of resources to support children's learning. The childminder is aware that children develop at their own rate. She demonstrates a good understanding towards monitoring and evaluating her service. For example, she values the support and advice provided by local authority coordinators and other childminder's, and this ensures she continues to provide a high standard of practice and a good quality service where children are safe and can learn effectively. Partnerships with parents are well established, ensuring children's development is effectively enhanced while meeting their needs and supporting smooth transitions to nursery or school. Parents are able to share information about their children with the

p.5

provision

childminder; they discuss children's progress when dropping off and collecting their children. The childminder has a clear understanding of her responsibility to work in partnership with other childcare providers and professionals to enhance learning opportunities; she has established links with local agencies and the local school to ensure continuity of care and learning for all children.

p.6

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.6

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.7

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.7

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.8

Setting details

Unique reference number EY469250 Local authority Kirklees Inspection number 940716 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.8

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.9

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.9

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.10

Type of provision

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

p.10