Childminder in Kirklees

Inspection date

Previous inspection date 15/04/2014 Not Applicable

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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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a very good understanding of how children learn. She uses information from observations to plan activities across the seven areas of learning that capture children's interest and motivate their learning. As a result, they are keen learners and are making strong progress.  The childminder has an in-depth understanding of child protection issues and this ensures children are safeguarded very well at all times.  Children are exceptionally well prepared for school because the childminder has robust systems in place for making sure they are familiar with everyday routines and they are happy in the settings they are moving into.  Self-evaluation is detailed and this helps the childminder to develop a focussed action plan to improve her practice. This means she is developing her skills and her provision to benefit the children who attend.

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It is not yet outstanding because

 Occasionally, the childminder misses opportunities to fully explore children's ideas and help them make connections. This means, in some instances, their knowledge and ideas are not shared in as much detail as they could be.  Short observations do not always identify which areas of learning they link to so it is not always clear for parents how the wide range of activities the childminder provides is promoting children's learning cross all areas.

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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 activities in the main playroom and the outside learning environment.  The inspector conducted a joint observation with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability, the provider's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from information included in the setting's own parent survey.

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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 two children aged six years and 20 months in a house in the Milnsbridge area of Huddersfield. The whole of the ground floor, the first floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently six children on roll, four 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 5.30pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance the observations made of children's learning by adding the areas of learning that activities relate to so that parents can clearly see how the educational programmes are helping their children to make strong progress towards the early learning goals

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

 extend opportunities to engage children in discussion so that their ideas and knowledge can be fully explored and they can share their learning experiences in more detail.

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who attend

The childminder provides a friendly and welcoming environment for young children. She has a comprehensive knowledge of the Early Years Foundation Stage and this means she can provide children with a wide choice of activities that spark their interest and motivate their learning. She has high expectations for the children she cares for and her enthusiasm encourages the most reluctant children to join in. Praise and reassurance motivates them to test their skills and, as a result, they are keen to learn and they concentrate for long periods of time on chosen activities. For example, they learn to make connections when they use dials and pulleys during their play with small world toys. This is extended into the outdoor environment where she considers the abilities of each child and provides them with equipment suitable to their stage of development. She supports them in testing their skills when they set themselves challenges and this helps them to make rapid progress in

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who attend

their learning. For example, they learn about weights and measure and they learn to think critically while using pulleys and buckets filled with pebbles and balls. In some instances, opportunities for children to make connections in their learning experiences are overlooked. This means, on occasions, they are not fully supported in exploring their knowledge and ideas in as much detail as they could be. For example, during their play the childminder misses the opportunity to explore a telescope with them. Despite this, learning records show that children are making strong progress in all areas of learning.

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who attend

The childminder is proactive in building partnerships with other childminders and with teachers in the local nursery school. She shares good practice with them and draws on their knowledge to help her plan educational programmes that get children ready for the next stage in their learning, which is usually school. As a result, they enjoy a very good balance of child-initiated and adult-led activities that promote their progress in the specific areas of learning. For example, children develop their understanding of technology by completing simple age-appropriate games and puzzles using interactive equipment. The childminder obtains starting points from parents and this means she can plan educational programmes that focus on the needs of each child and take account of the skills they have already acquired. She has a thorough understanding of where each child is in their development. This means she can provide them with activities that challenge their skills

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who attend

and drive forward their progress because they target their next steps and reflect their preferences for learning. For example, children develop their control over small tools and build on their early writing skills during a gluing and sticking activity.

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who attend

The childminder has secure partnerships in place with other professionals and she understands where to seek support for children who might not be meeting the milestones set for them. This ensures children who might need early intervention are quickly identified and systems can be put in place to support them. Through regular discussions with parents, the childminder finds out about children's interests and involves parents in identifying next steps in learning. By exchanging information in this way the childminder's knowledge about children's learning is kept up to date. The required progress checks at age two are completed with parents. Learning records track children's progress and they are made available for parents to view. However, the childminder does not always include information in observations about which areas of learning the activities relate to. This means parents are not always fully informed about how the educational programmes

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who attend

provided are promoting their children's learning across all areas. Nevertheless, by displaying information on notice boards and sharing news updates on social networking sites, the childminder keeps parents well informed about the activities their children are participating in.

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

The childminder is observant at all times ensuring children are well supervised and kept safe. She is an excellent role model. Children are encouraged to share and consider the needs of the younger children. They demonstrate they are kind and helpful, and they offer support to the younger children in completing everyday tasks, such as finding their shoes. Behaviour is managed exceptionally well and children who exhibit unwanted behaviour receive age-appropriate and consistent messages. As a result, they are developing a thorough understanding of right and wrong and this means behaviour is very good. Children are encouraged to risk assess for themselves. They observe safety rules during trips and learn how to cross the road safely. The childminder gives them clues to help them identify hazards for themselves and they are encouraged to assess whether activities are high risk, such as climbing on large equipment in the park.

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

When children enter the childminder's care they enjoy short settling-in sessions with their parents. These help the smooth transition and provide some continuity in their care. She is attentive to their needs and this helps them in forming secure attachments early in their care. Parents value the involvement the childminder has in their children's lives. They comment that their children receive 'plenty of attention and cuddles' and she is 'caring and loving'. They also comment that she is helping them to develop their social skills and this will help them when they move on to nursery school. Children demonstrate they are happy and confident as they independently explore the wide range of resources available. They receive high levels of support to get them ready for the next stage in their learning and they are exceptionally well prepared for the move to school. The childminder works hard to make sure they are emotionally ready to move on. They visit the local school

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

regularly to ensure they become familiar with routines and are comfortable in their surroundings and they become acquainted with the teachers.

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

Discussions at mealtimes help children to understand how making healthy choices promotes their overall health and well-being. They enjoy a varied range of healthy snacks including lots of fruit and fresh vegetables and are offered milk or water to drink. They learn about personal hygiene through everyday care routines and, as a result, they are independent in attending to their own personal care needs when they move onto school. Children enjoy outdoor play every day where they can enjoy a wide range of activities that promote their physical development. They develop their knowledge of the world by looking at the changing seasons and investigating growth and change, such as the lifecycle of a caterpillar. They develop their knowledge of equality and diversity through an appropriate range of activities, including role play and visits in the community. For example, they explore different cultures in a visit to a Sikh temple. Through effective

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

teaching children are beginning to understand the needs of others and this is helping to prepare them for the larger shared environment of school. This is demonstrated through the strong peer relationships they have with the childminder and other children.

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provision

The childminder has attended safeguarding training to develop her knowledge of how to keep children safe. She has a thorough understanding of child protection issues. There are clear lines of accountability and the childminder demonstrates a full understanding of her responsibilities for ensuring children are protected. Written risk assessments are in place to ensure children are kept safe both on the premises and during trips and these are reviewed and updated where necessary. The premises and equipment are checked each day for hazards and they are well maintained and safe. All resources are suitable for children to use. The premises are kept secure at all times and security measures are adhered to. Records of visitors are kept and a register of the children attending, including when they arrive and leave is in place and this ensures ratios are maintained. The childminder holds a current first aid certificate, which means that she can give appropriate

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provision

treatment if there is an accident to a child.

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provision

The childminder is keen to drive improvement and maintain the already high standards of the provision. She shares good practice with other childminders and seeks the views of parents and children when evaluating her service. She uses current guidance documents to support her own self-evaluation and, as a result, her assessment of her provision is accurate. Strengths and areas for improvement are identified and this means she can develop targeted action plans that help her to improve her skills and develop her provision further to benefit the children. For example, there are plans in place to improve the outdoor area. She seeks parents' views through daily discussions and questionnaires and their views are taken into account when evaluating the service provided. She is keen to attend further training to increase her knowledge and develop skills that benefit the children who attend her setting.

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provision

The childminder works hard to develop detailed assessment of children's learning, and to involve parents in their children's learning experiences. They are involved in the monitoring of their progress and this means they have a good understanding of their children's next steps in learning. She assesses the educational programmes she plans and by evaluating them she makes certain children are supported in making good progress. Partnerships with other settings, such as the local schools and other early years providers, ensure information is shared to support the care of children and provides a smooth transition process for children moving on to the next stage in their learning. The childminder supports parents' understanding of her practice by providing them with a detailed information pack that includes the policies and procedures.

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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 EY469097 Local authority Kirklees Inspection number 939680 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 6

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Name of provider

Date of previous inspection not applicable

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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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