Childminder in Wakefield

Inspection date

Previous inspection date 27/05/2014 13/10/2009

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early years provision

This inspection: 2 Previous inspection: 3 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

 Children make good progress in their learning because well-planned activities encompass the seven areas of learning and take into account children's skills and interests. This means they are presented with challenges that promote their learning.  Secure partnerships with parents ensure information about children's developmental progress is shared. As a result, parents are kept informed about the next steps set for their children and this means they can continue children's learning at home.  Children are kept safe because the childminder has a thorough understanding of child protection issues and there are clear procedures to follow should she have concerns about a child or the operation of the setting.  The childminder involves parents and children in evaluating the service provided. As a result, she works with them to plan and adapt her service to meet the needs of the families who use her setting.

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It is not yet outstanding because

 Opportunities to enhance learning through spontaneous play during wet and/or windy weather are not always fully exploited.  The childminder does yet use the skills of her co-childminders to assess her individual teaching practice. This means she is not fully utilising their knowledge to evaluate her individual strengths or to help her build on her already high quality teaching skills.

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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.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.  The inspector spoke to the co-childminder during the inspection.  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, the provider's self-evaluation form and improvement plan.

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Inspection activities

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

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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 works with and in the home of another childminder, who lives with her partner and teenage son aged 17 years, in a house in Pontefract. Another childminder is also registered at these premises. A dedicated playroom, kitchen and living room, and the rear garden are used for childminding. The family has two dogs, two gerbils, several fish and chickens 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 12 children on roll, 11 of these 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

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Information about the setting

Professional Association for Childcare and Early Years.

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

 enhance children's learning in the natural environment by more regularly using outdoor activities to promote their learning when the weather is wet and/or windy

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

 enhance already robust systems for evaluating practice by using the skills of co- childminders to assess the childminder's individual teaching practice. Make full use of their knowledge to identify her individual strengths, and any areas for improvement, thereby helping her to build on her already good quality teaching.

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who attend

The childminder holds a relevant level 3 qualification, which gives her the knowledge to support children's learning and development. She promotes children's strong progress in their learning by combining high quality teaching with a wide variety of interesting and stimulating activities. For example, children are fascinated by the experience of learning about animals from a visitor to the setting, who brings an owl for them to meet. Relevant questions from the childminder supports their developing understanding of how to care for the bird, where it sleeps and what it eats. The childminder helps them to make connections to other aspects of their learning by looking at how the owl is different to the chickens they collect their eggs from each day. She encourages sensory play with the youngest children by tickling their feet and chin with the different feathers the visitor has brought. The children also look at how small, fluffy feathers float gently to the floor while

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who attend

larger heavier ones drop quickly. This promotes children's developing understanding of early mathematical concepts, such as size and weight. The childminder demonstrates a very good understanding of how to extend children's learning by continuing with themes that capture their interest. For example, she uses feathers for painting to promote developing writing skills, and reads them a story about owls that promotes their growing interest in books. As a result, children are engaged very well and they demonstrate high levels of concentration. Trips to places of interest, such as the local farm, enhance children's learning experiences and support their developing understanding of the world they live in.

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who attend

The childminder has an in-depth understanding of where each child is in their development. During initial visits the childminder obtains information about children's starting points, and their interests, from their parents. She ensures this information is continually updated through daily discussions with parents, and by using daily diaries where parents can add information and suggestion for activities. This ensures the childminder has detailed information about each child's learning needs. As a result, she can provide them with educational programmes that promote their strong progress. She involves parents in children's learning and works hard to raise parents' awareness of how activities support children in achieving expected targets. She keeps parents informed about their children's progress by sharing termly assessments with them. This means they have a good understanding of their children's next steps in learning. As a result, they can

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who attend

support their children's learning at home. Planned educational programmes are tailored to target the needs of each child and promote their continuing progress towards the early learning goals. Development records show that all children are achieving well from their starting points, across all areas of learning.

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who attend

The childminder involves parents in completing progress checks for children between the ages of two and three years. This ensures any areas of learning where children are not meeting their expected targets, can be effectively addressed by implementing appropriate early intervention strategies. The childminder has developed robust partnerships with other professionals by attending events at the local children's centre. This means she can seek additional support for children, for example, from health visitors. She also links with other early years providers to share information about children's learning. Detailed assessments of children's progress ensure information shared about their learning is accurate. This means children enjoy some continuity when the time comes for them to move on, usually to the local nursery school. Everyday routines help children to prepare for the next stage in learning, by familiarising them with some of the routines they will

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who attend

experience in school. For example, they record their attendance when they arrive at the setting by finding their own name and they enjoy small group activities, such as story time, that encourage them to listen.

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

The childminder works with two co-childminders. An effective key-person system ensures children receive high levels of support from a caring and attentive practitioner. As a result, they develop secure attachments early in their care. The childminder shows a good understanding of children's need for extra emotional support during periods of change in their lives. When they enter her care they enjoy short induction sessions to help them settle. Information about the care routines children experience at home is obtained from parents. This means the childminder is knowledgeable about their individual needs. As a result, transition is smooth and children enjoy some continuity in their care. Children in the childminder's care demonstrate they are content and self-assured. They are keen to share their learning experiences with visitors and chat happily about their chosen activities. The childminder uses everyday routines to promote children's developing independence.

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

Putting on their own shoes, and sitting together at snack time, helps them to become familiar with the routines they will experience in school. They also self-register when they arrive each day. This helps them to prepare for the next stage in their learning, which is usually the local nursery school.

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

Children's safety is given high priority. They are supervised very well and kept safe. The childminder promotes their developing understanding of risk by teaching them to risk assess, and identify hazards, for themselves. They are taught to cross the road safely and they observe safety rules during visits to places of interest. For example, they learn to wash their hands after touching animals, while visiting the local farm. This means they are developing a suitable understanding of how to keep themselves safe. The childminder encourages children to share and take turns and as a result, they are developing a secure understanding of right and wrong. Behaviour is managed appropriately and as a result, children behave well. Children are developing their understanding of equality and diversity through a range of activities, such as visits to a local park that is maintained by people with disabilities. They also explore different countries and cultures to develop their

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

understanding of the world. This means they are learning to tolerate each other's differences and are developing robust peer relationships. The childminder attends local playgroups and meets with other childminders. This helps children to build relationships with other children in different social situations. As a result, they are well prepared when they move on to the diverse social environment they will experience in school.

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

Children benefit from outdoor play most days and trips to a wide range of places of interest extend their learning of the natural environment. They test their skills while using large play equipment in the local playground, and they play football where they can run around and practise throwing and catching. They also visit soft play centres where they can explore and test out their climbing skills. This means they develop physical skills, while learning how exercise contributes to keeping them fit and healthy. However, opportunities to enhance children's learning further through spontaneous opportunities that occur during inclement weather, are not always fully exploited. As a result, children do not always benefit from the learning experiences that can be enjoyed during wet and/or windy weather. Children enjoy a wide variety of nutritious, home-cooked meals, and a suitable range of healthy snacks. The menu is shared with parents each week and they are asked

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

for their suggestions. They highlight the varied menu as a strength of the childminder's provision. Discussions at mealtimes help children to understand how making healthy choices promotes their overall health and well-being. Everyday routines help children to develop their understanding of self-care, such as washing their hands after using the toilet. This means they are independent in attending to their own personal care needs when they move on to school.

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provision

The childminder has a thorough understanding of the safeguarding and welfare requirements and this ensures children's safety is given high priority. She has completed child protection training to develop her knowledge of how to keep children safe. She works with two co-childminders, and there are clear procedures in place for reporting concerns with regard to children, adults, or about the operation of the setting. 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 completes checks of the premises and equipment each day to ensure they are safe and suitable for children to use. Identification of visitors is checked and their time in the setting is recorded. Written risk assessments are in place for the premises and places children visit, and they are reviewed regularly. A register of attendance records times that

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provision

children arrive and leave. This ensures ratios are adhered to. The childminder 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 has a detailed knowledge of the learning and development requirements. She is keen to improve her skills through a programme of professional development and has completed a relevant level 3 qualification to develop her knowledge and skills. She evaluates the activities she provides to ensure there is a good balance of adult-led learning and child-initiated play. She also monitors the success of planned learning by assessing how well activities maintain children's interest, and how much they enjoy them. She uses the information gathered from observations and assessments to assess whether children's experiences are offering them appropriate levels of challenge that help them to maintain strong progress across all areas of learning and development. Children are involved in planning and this means the service the childminder provides meets their individual learning needs because it takes into account their interests and preferences for

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provision

The childminder works with her co-childminders to evaluate the service they provide and this helps her to make an accurate assessment of the strengths and weaknesses of the provision. Although the childminder evaluates the service they provide as a team, she does not take full advantage of her co-childminders' knowledge to assess her individual teaching practice. This means minor weaknesses in her practice to optimise learning experiences for children are not always identified. For example, extending discussions further to fully explore children's ideas. Despite this, the quality of teaching overall, is of a high standard. She is keen to further improve the already good standard of her setting by seeking feedback from parents and children. She takes into account their ideas when planning changes. For example, menus are changed to include suggestions from parents, and the childminder now provides more art and craft activities. She also meets with other

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provision

childminders at local playgroups and shares good practice with them. As a result, her service is continuously improving.

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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 EY286254 Local authority Wakefield Inspection number 957378 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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