Hartley, Lynne

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, if she has concerns about a child or the operation of the setting.  The childminder involves parents and children in evaluating her provision. 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 not 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 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 the childminder's 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 lives with her partner and one adult child in a house in Pontefract. She works with two co-childminders who are registered at her address. A dedicated playroom, kitchen, 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 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:

 extend 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 her individual teaching practice by making full use of their knowledge to identify her individual strengths and areas for improvement, thereby, helping her to build on already good quality teaching. For example, by extending questioning to help children share their knowledge and ideas in detail.

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who attend

The childminder holds a relevant level 3 qualification. This means she has the knowledge to help children in her care make strong progress towards the early learning goals. As a result, they enjoy a range of motivating and exciting activities that spark their natural curiosity. For example, children are captivated by the experience of learning about wildlife from a visitor to the setting, who introduces them to an owl. The childminder supports their developing understanding by asking appropriate questions about how to care for the bird, where it sleeps and what it eats. She helps them to make links to other aspects of their learning by pointing out how the owl is different to the chickens they collect their eggs from each day. The childminder encourages sensory play with the youngest children by tickling their feet with different feathers, and encouraging them to compare the different textures. For example, some feathers are small and fluffy, while others are stiff

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who attend

with pointed quills. The childminder demonstrates a thorough understanding of how to extend children's learning by continuing with themes that interest them. 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 attention. Trips to places of interest, such as the local farm, enhance children's learning experiences and support their developing understanding of the world around them.

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who attend

The childminder has a comprehensive knowledge of where each child is in their development. During settling-in visits, the childminder obtains information about children's starting points and their interests, from their parents. She uses daily diaries in which parents can add comments, share milestones and share activities. Information about children's progress is kept up to date through discussions with parents each day. This means there is a continuous two-way flow of information, which ensures the childminder has a good understanding of each child's learning needs. As a result, she provides them with a suitable balance of child-initiated play and adult-led activities that promote their swift progress. She includes parents in children's learning and works hard to increase their awareness of how activities support children in achieving expected targets. She keeps parents up to date with their children's progress by sharing informative assessments with

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who attend

them each term. This means they have a good understanding of their children's next steps in learning. As a result, they can promote continuity in their children's learning at home. Planned educational programmes are tailored to focus on the needs of each child and promote their continuing progress towards the early learning goals. Records of children's development show that all children are achieving well from their starting points.

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who attend

The childminder completes the progress check at age two with parents. This makes certain any areas of learning where children are not meeting their expected milestones are accurately identified. As a result, early intervention strategies can be implemented to ensure additional learning needs are effectively addressed. She has built robust partnerships with other professionals by attending groups 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. Comprehensive assessments of children's progress ensure information shared about their learning is precise. This means children enjoy some continuity when the time comes for them to move on, usually to the local nursery school. Everyday routines that reflect those that children will experience in school help them to prepare for the next

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who attend

stage in learning. For example, they learn to find their own name when they record their attendance at the setting. They also enjoy small group activities, such as story time, that encourage them to listen and concentrate.

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

The childminder shows a good understanding of children's need for extra emotional support during transitions, both into her care and when they move on to the next stage in their learning. Children enjoy short introductory sessions with their parents and these help them to settle quickly. The childminder works with two co-childminders. On entry to the setting, each child is allocated a key person. This ensures a smooth transition and supports them in building secure relationships early in their care. This means children enjoy some continuity in their care. Information about everyday routines at home, such as sleep times is obtained from parents, and this ensures the childminder has a good understanding of their individual needs. Children in the childminder's care demonstrate they are happy and self-assured as they access resources during independent investigations. The childminder is keen to promote children's developing independence

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

and this means they are well prepared when the time comes for them to go to school. For example, they take part in everyday routines, such as changing their shoes and hanging their own coats up. As a result, they are familiar with some of the school routines when the time comes for them to move on.

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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 during walks in the community. They are encouraged to follow 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 secure understanding of how to keep themselves safe. The childminder is a good role model. She encourages children to be kind to each other and include each other in their play. They learn to share and take turns and, as a result, they are developing a suitable understanding of right and wrong. Behaviour is managed appropriately and this means children behave well. Children develop an early understanding of equality and diversity through a range of activities, such

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

as visiting a local park that is maintained by people with disabilities. They research different countries and cultures to develop their understanding of the world. This means they are learning to accept each other's differences. Consequently, they are developing strong peer relationships. Children build relationships with other children in larger social groups because the childminder takes them to playgroups and meets with other childminders. As a result, they are emotionally well prepared when they move on to the diverse social environment of 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. The garden provides them with opportunities to test their throwing and catching skills, and they use small play equipment for climbing and sliding. They also visit parks and soft play centres where they can explore and test their climbing skills on a much larger scale. This means they build on their physical skills, while learning how exercise contributes to their health and well-being. However, the childminder does not always fully exploit unplanned play opportunities to enhance children's learning during inclement weather. 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. Menus are shared with parents each week and they are asked for their ideas. They highlight the varied menu as strength of the childminder's provision.

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

Conversations at mealtimes help children to understand how making healthy choices promotes their overall health and well-being. Everyday routines help children to develop their independence in self-care, such as washing their hands after using the toilet and before they eat. This means they are independent in attending to their own personal care needs when they move onto school.

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provision

The childminder demonstrates a detailed knowledge of the safeguarding and welfare requirements. She has completed child protection training to develop her knowledge of safeguarding issues. She works alongside two co-childminders, and there are clear procedures in place for reporting concerns with regard to children, or the operation of the setting. As a result, children are protected well and their safety is given high priority. Policies and procedures are shared with parents to ensure they fully understand the service she provides. The premises are well maintained because the childminder completes daily checks to ensure the premises and equipment 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. Children's attendance is recorded; including the times

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provision

they arrive and leave. This ensures ratios are adhered to at all times. The childminder holds a current first-aid certificate, which means that she can give suitable treatment if there is an accident to a child in her care.

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provision

The childminder is motivated to improve her skills through a programme of professional development, and has completed a relevant level 3 qualification to develop her knowledge and skills. This means she has a thorough understanding of the learning and development requirements. She works with her co-childminders to evaluate the educational programmes provided to make sure there is a good balance of adult-led learning and child-initiated play. The childminder uses information gathered from regular observations and assessments to assess whether children's experiences are offering them appropriate levels of challenge. Tracking documents that record children's attainment help her to monitor whether children are maintaining strong progress across all areas of learning and development. She also monitors the effectiveness of planned learning by assessing whether activities capture children's interests, and how much they enjoy them. The

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provision

childminder involves children in planning and this means the service she provides meets their individual learning needs because it takes into account their interests and preferences for learning.

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provision

The childminder works in partnership with her co-childminders to assess the effectiveness of the service they provide. This helps her to make a correct assessment of the strengths of the provision, and highlights any areas where they can improve their practice. As a result, clear action plans are put in place to drive improvement. She seeks the views of parents and children, and takes into account their suggestions when planning changes. For example, menus include ideas from parents, and the childminder now provides a wider range of art and craft activities. She also meets with other childminders at local playgroups and shares good practice with them. As a result, her service is continually improving. While the childminder evaluates the service they provide as a team, she does not make full use of her co-childminders' knowledge to assess her individual teaching skills. This means minor weaknesses in her practice that could be improved to enhance

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provision

learning experiences, for example, by extending questioning to fully explore children's ideas, such as 'why do they think the owl turns its head all the way around?', are not always identified. Despite this, the quality of teaching overall is of a high standard and this means children receive very good levels of support.

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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 EY286251 Local authority Wakefield Inspection number 820031 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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