Beaumont, Jayne

Inspection date

Previous inspection date 24/03/2014 06/10/2008

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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

 Teaching is good because the childminder provides a wide range of play opportunities that relate to children's abilities and interests. This helps them to make good progress, particularly in their communication and language skills.  Children build close and trusting relationships with the childminder. They respond positively to the childminder who is caring and attentive towards their needs. As a result, children are happy and settled.  The childminder regularly monitors and evaluates her provision. She also has a secure understanding of safeguarding and child protection practice, which enables her to promote children's well-being and keep them safe from harm.  The childminder develops very positive relationships with parents and carers. They are kept fully informed about their children's care, learning and development to ensure their continuity of care and learning.

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It is not yet outstanding because

 Children's creativity and critical thinking skills are not fully optimised, the childminder occasionally misses opportunities to encourage children to think and find solutions to problems through supportive questioning techniques.  There is scope to enhance the good information obtained from parents about what children already know and can do when they first start to fully maximise 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 observed children's activities and spoke with the childminder and the children throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records and a range of other childminding documentation.

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Inspection activities

 The inspector took account of parents views from information included in the childminder's own parent questionnaires.

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Information about the setting

The childminder was registered in 1988 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and her two adult children in Huddersfield, West Yorkshire. She occasionally works with an assistant. Areas of the home used for the children include the playroom, kitchen and toilet facilities on the ground floor. The garden is used for outdoor play. The childminder attends toddler groups each week. She visits the shops and park on a regular basis. She collects children from the local pre-school and schools. There are currently nine children on roll, of whom six are in the early years age group and attend for a variety of sessions. The childminder operates Monday to Friday all year round except for family holidays. She is a member of the Professional Association for Childcare and Early Years and has a relevant early years qualification at level 3.

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

 enhance children's creativity and critical thinking skills further, for example, by asking questions to help children to think through ideas and to solve problems as they play

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

 enhance the depth of the already good information obtained from parents about children's prior skills on entry to the setting, to maximise their continuity of care and learning.

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who attend

The childminder has a good understanding of how children learn and develop. She provides a warm and welcoming home environment and plans a broad range of activities and experiences that challenge, motivate and excite children. The quality of teaching is good and the childminder is clear about how to support children to become effective learners. However, occasionally she misses some opportunities to maximise children's learning. For example, she sometimes does not ask questions that help children to think through ideas and to solve problems as they play. The childminder provides children with a wide range of activities and experiences that cover all aspects of learning and development. She observes and assesses the children's development to identify the next steps in their learning and uses this information to close any gaps in their learning. Consequently, they make good progress in all areas and develop the skills that they need

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who attend

in readiness for school. The progress check at age two is completed effectively. This highlights any additional support a child may need and parents are involved in this process. Parents are fully consulted on all aspects of their children's care and learning. They have good access to their child's development record and they are encouraged to add their own comments about what they see their child achieve at home. Parents do share information about what their child already knows and can do when they first start at the setting. However, this information is not always sufficient in detail to give the childminder precise information about all areas of their prior achievements, to maximise learning from the very start. The childminder supports parents to extend their child's learning at home by sharing information about their next steps and interests. She also continues learning and builds on the interests that they children establish at home. For

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who attend

example, when children return from their holidays with an interest in transport she continues this by visiting places of interest, such as, museums to see the stage coaches.

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who attend

Learning takes place in the indoor and outdoor environment, with a good balance of child- initiated and planned activities. Resources are set out, in the designated playroom, in clearly labelled boxes and on shelves so that children can make choices and become independent learners. The childminder helps them to extend their imagination through role play and talks to them about 'pretending' as they play. This involves children caring for their babies and making cups of tea and food. She talks with the children about washing up the dishes and provides a tea towel as an additional prop. They use their imagination and play games, this tea towel quickly becomes a 'skirt'. The childminder quickly supports the child's expanding vocabulary by saying 'Yes, it can be an apron'. The childminder fosters children's communication and language skills well as she interacts constantly with the children to build on their skills from an early age. She helps toddlers

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who attend

link words to actions and follow commands as she talks about what she and they are doing. Furthermore, with older children she helps them pronounce words and form sentences correctly. As a result, children develop good speaking skills. There are lots of opportunities for children to develop literacy skills. They make marks using a variety of implements and the childminder introduces the sounds of letters when she talks with them about the initial sounds of their own names. Three-year-old children proudly show the childminder the squiggles that they make and they say that these represents letters. Consequently, children develop early writing skills.

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who attend

Children have lots of opportunity to explore mathematical concepts. They talk, with the childminder, about the colours and shapes displayed on the walls and they compare these with the shapes and colours in a book. The children learn to count as they do ink stamp activities and use mathematical words when they talk about who is the tallest and the biggest.

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

Children are cared for in a homely and welcoming environment where they are happy and have close bonds with the childminder. To help children settle easily into her care the childminder gathers information from parents about children's individual interests and care needs. This reassures and supports their sense of security. Effective settling-in procedures include prior visits to the childminder's home. The childminder also visits the children in their own homes so that they get to know her in a familiar environment. She also supports them in their move onto other settings, such as, pre-school and nursery. She talks with the children and does activities about the forthcoming changes in their lives, which fosters their emotional well-being. She reads books and talks with the children about their feelings so that they learn to describe their emotions. Children frequently return to the childminder for cuddles as they play, which further demonstrates their feelings of security

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

Children develop good social skills. They learn to consider each other as they share and take turns with toys, which promotes positive behaviour. They receive regular praise and encouragement for their efforts, which supports their self-esteem and confidence. The childminder creates a calm atmosphere, explains things well and makes sure children know what is happening next. Photographs of the children and their creative work are displayed on the walls in the playroom, which helps them feel valued. Their independence skills are fully supported. Resources are all at child height and children help themselves to the very good range of toys and activities that positively promote diversity.

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

Children are looked after in a comfortable, clean, safe and secure environment. The childminder carefully supervises children and teaches them how to behave safely and sensibly as they play with toys, use apparatus and when they go on walks and outings. She helps them learn how to cross roads safely and to be aware of strangers so that they know how to protect themselves. She appropriately includes them in discussions and practices relating to her emergency evacuation procedures. Children learn about the importance of being healthy. The childminder shows them how to wash and dry their hands properly before eating and talks about getting 'rid of germs'. Children enjoy varied, nutritious snacks and meals, they have access to drinks throughout the day. The childminder recognises the value of involving children in food preparation and growing food to enhance their understanding of healthy eating. They have good opportunities to

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

play outdoors in the fresh air where they develop skills and enjoy the exercise. They climb, use wheeled toys and play with balls to develop their physical skills.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage and of the action to take in the event of a concern about a child in her care. She is confident in her ability to respond to any child protection concerns and has completed training to support this aspect of practice. All the required documentation is in place and is organised efficiently. The childminder ensures that the home is secure as she carries out daily safety checks before children arrive. Good supervision and risk assessments help to minimise any risks to children's safety both in the home and when on outings. Furthermore, good procedures are in place to keep children safe from people who are not vetted. For example, visitors to the home are not left alone with children. She reviews and updates her risk assessments as changes arise within her setting. The childminder is fully aware that she needs to notify

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provision

Ofsted about significant events. This shows her ability to follow regulations to meet the safeguarding and welfare requirements. Consequently, children are protected well.

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provision

The childminder uses her good knowledge of the learning and development requirements, well as, observations of the children's learning to assess their abilities and monitor their progress. This means that all children make good progress towards the next stage of their learning. The childminder has a clear commitment to improve the service she provides, she regularly monitors and evaluates all aspects of the provision to ensure that she meets the needs of all of the children. Her self-evaluation clearly identifies her strengths and areas that she intends to improve. She accesses training and support from the local authority to update her knowledge and understanding. She has addressed the recommendations raised at her previous inspection to enhance children's development and well-being. The childminder encourages parents and children to express their views about the provision and welcomes their feedback to use for her continual development.

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provision

Children's views shape the menus and activities that are on offer.

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provision

Partnerships with parents and other early years providers are generally very positive. The childminder provides parents with a wide range of information regarding her practice. For example, in addition to children's development records she ensures that her policies and procedures are seen by parents to ensure that they are aware of each other responsibilities. The childminder has positive working relationships with the other early years providers that children attend. She shares information with regards to children's well-being and development, to maximise children's progress.

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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 310757 Local authority Kirklees Inspection number 960141 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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