Childminder in Wakefield

Inspection date

Previous inspection date 02/05/2014 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Educational programmes incorporate the seven areas of learning. As a result, children enjoy a wide range of interesting activities that promote their very good progress towards the early learning goals.  The childminder has robust partnerships in place with parents and other professionals. This means detailed information about children's learning is shared and as a result, parents are fully supported in helping their children at home.  The childminder has a comprehensive understanding of safeguarding issues and there are robust procedures in place for reporting concerns. This means children are very well protected at all times.  The childminder involves children and parents in evaluating her practice and this means she is developing and improving her service to benefit the children who attend.

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It is not yet outstanding because

 Occasionally, the childminder overlooks opportunities to help children make connections between the different aspects of their learning and this means their ideas and emerging interests are not always fully promoted.  The childminder does not always clearly explain the impact of unwanted behaviour to the youngest children and this means their understanding of right and wrong is not fully promoted to help them understand the consequences of their actions.

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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 and qualifications of practitioners working with children, discussed the childminder's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of feedback provided by parents included in the setting's own parent survey.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult child in a house in South Elmsall. The whole of the ground floor and the rear garden are used for childminding. The family has two dogs and one rabbit as pets. 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 eight children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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

 help children to make connections in their learning by showing them how different resources can be used together and by asking them open-ended questions that help them to think about their different learning experiences

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

 enhance younger children's developing understanding of right and wrong by explaining to them the impact their actions have on others.

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who attend

The children in the childminder's care make strong progress in their learning because they are given good levels of support by a practitioner who has high expectations of each child. Her thorough understanding of how children learn combined with good quality teaching promotes their progress and they enjoy a wide range of interesting and stimulating activities. For example, babies explore sensory media, such as, water, finger paints and cornflour. The setting is bright and welcoming with colourful displays of children's work. The space is planned well to encourage independent exploration and promote their well- being. For example, the playroom has a variety of interesting resources that support creative play, construction and early literacy. Trips to local places of interest enhance children's learning experiences and help them to understand the community they live in. There are occasions where the childminder overlooks opportunities to extend children's

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who attend

learning. For example, by helping them to understand how resources can be used together, or by asking them questions that help them to link different aspects of their learning. Nevertheless, she has a very good understanding of where each child is in their development which ensures they are provided with learning experiences that promote their progress. Tracking documents show educational programmes are supporting their continuing progress towards the early learning goals.

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who attend

The childminder works hard to involve parents in children's learning. She keeps them very well informed about their children's activities and progress. Detailed information about children's starting points, and their interests, is obtained from their parents. This is regularly updated through discussions with parents and each child has a daily diary where parents can add information. This means the childminder has a thorough understanding of each child's needs and thus, she can develop individual learning plans that are tailored to target the needs of each child and focus on the skills they have already gained. Development records show that all children are achieving well from their starting points, across all areas of learning. Learning journals include observations and assessments and keep a record of children's work and the activities they have enjoyed. The childminder works with parents to complete the required progress check at age two for relevant

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who attend

children and this ensures any areas where children might not be achieving can be effectively addressed.

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who attend

The childminder has strong partnerships in place with other professionals and early years providers. The high level of support she offers to children to prepare them for the next stage in their learning means children are confident and very well prepared when it is their turn to move on. For example, they enjoy small group activities, such as 'circle time' and they record their attendance at her setting by finding their own name. Detailed assessments ensure information shared about children's learning is accurate and precise.

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

When children enter the childminder's care the short settling-in sessions they enjoy with their parents help to smooth transition providing some continuity in their care. She has a good understanding of how strong relationships promote children's well-being and this means she can give them high levels of support during periods of change. As a result, children develop strong, secure attachments early in their care and receive consistently high levels of support. Children in the childminder's care demonstrate they are happy and confident. They welcome visitors and are keen to show off their skills. Well-organised daily routines, such as self-registration and preparing their own snacks build on their growing independence and familiarise them with the routines they will experience in school. This helps them to prepare for the next stage in their learning.

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

Children's safety is given utmost priority without restricting their independent investigations because the childminder is vigilant at all times ensuring children are supervised very well and kept safe. They are encouraged to risk assess for themselves, such as identifying hazards in the environment and developing spatial awareness while chasing bubbles in the garden. As a result, they are developing a thorough understanding of how to keep themselves safe. The childminder encourages them to share and take turns and she encourages older children to consider the needs of other. As a result, they are developing a thorough understanding of right and wrong. She does not always use clear explanations to promote the younger children's understanding of the consequences of their actions. This means they are not always fully supported in understanding the effect their actions have on others. Nevertheless, behaviour in the setting is good.

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

Children are increasing their knowledge of equality and diversity through a range of activities, such as, exploring different cultures during music sessions, stories and through every day discussions. As a result, children are learning to tolerate each other's differences and are developing strong peer relationships. The childminder attends groups at the local children's centre and links with other childminders. This helps children to build relationships in a larger social group and thus, they are well prepared when they move on to the next stage in their learning, which is usually school.

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

Children enjoy the benefits of outdoor play and learning in all weathers. The garden provides them with a wealth of opportunities for developing their skills and enjoying outdoor teaching. For example, hedges and a mud patch provide them with areas where they can hunt for bugs. They can test their skills on play equipment or use balls and beanbags for throwing. This means they develop physical skills, while learning how exercise supports their overall health and well-being. Children enjoy a wide variety of healthy, nutritious, home-cooked meals and snacks. Discussions at meal times help them to understand how making healthy choices promotes their overall health and well-being. The menu is shared with parents each week and they are asked for their suggestions. Children learn personal hygiene through robust routines and this helps them to be independent in their self-care when they move onto school.

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provision

The childminder has a comprehensive understanding of child protection issues and children's safety is given utmost priority. She has attended safeguarding training to develop her knowledge of how to keep children safe. The premises are kept secure at all times. A register of the children's attendance, including when they arrive and leave, is in place. The childminder supports parents understanding of her practice by providing them with copies of policies and procedures so they fully understand the service she provides. She conducts daily checks of the premises and equipment to ensure the environment is safe and suitable for children. Risk assessments are in place and reviewed regularly. She holds a current first-aid certificate, which means that she can give appropriate treatment if there is an accident to a child in her care.

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provision

The childminder is motivated to drive improvement and continually raise the already good standard of her provision. She evaluates the service she provides and makes a precise and accurate assessment of her strengths and weaknesses. This means targeted action plans are put in place to address any areas identified for improvement, for example, improving the garden to give children more learning opportunities in the outdoor environment. To ensure high standards are maintained, the childminder seeks the views of parents and children and takes into account their ideas when planning changes.

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provision

The childminder holds an relevant level 3 qualification and this means she has a detailed knowledge of the learning and development requirements. She is keen to improve her skills through a programme of professional development and attends a number of training courses to develop her knowledge and skills, such as working with portage services. She constantly monitors the effectiveness of planned learning to ensure children's experiences offer them appropriate challenge and help them to maintain swift progress across all areas of learning and development. Parents and children are actively involved in planning and this means the service the childminder provides meets their individual needs. She links with other childminders and shares good practice with them.

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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 EY435920 Local authority Wakefield Inspection number 796575 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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