Childminder in Kirklees

Inspection date

Previous inspection date 07/05/2014 26/04/2012

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children settle well and demonstrate that they feel secure because they form close bonds and attachments with the childminder.  The childminder develops positive relationships with parents and carers. As a result, children experience continuity and consistency of care.  Children are well protected because the childminder has clear safeguarding and welfare procedures, which are implemented consistently in her practice.

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It is not yet good because

 Teaching requires improvement because the childminder's observations and assessments of children's development are not yet precise enough to identify any gaps, or show how children are progressing towards the early learning goals. This affects her ability to plan activities that help them to make good progress in their learning.  The childminder's initial assessments of the children are not consistently rigorous and information gathered from parents about their children's starting points is insufficient. As a result, the childminder's initial planning of activities does not always match the learning needs of children or shape their future learning experiences.

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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 watched children's learning activities and spoke with the childminder and the children throughout the inspection.  The inspector viewed the premises, toys and equipment.

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Inspection activities

 The inspector sampled a range of documentation and children's development records.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for children with an assistant. The childminder lives with her two children aged 10 and two years of age. The family lives in a house in Huddersfield, West Yorkshire. The whole of the ground floor and the bathroom and a bedroom on the first floor of the home are used for childminding. The rear garden is used for outdoor play. The childminder visits the shops and the park on a regular basis. She takes children to and from the local nursery and school. There are currently eight children on roll, of whom four are in the early years age group and attend for a variety of sessions. The childminder supports children who speak English as an additional language. The childminder operates all year round except for family holidays. The childminder is a member of Professional Association for Childcare and

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Information about the setting

Early Years and has a level 3 qualification in early years.

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must:

 use observations consistently to develop precise assessments to understand children's level of achievement and learning styles, and use this information to shape future learning experiences so that children make good progress

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must:

 devise ways to help parents to participate fully in the assessment process by obtaining information about children's starting points in all areas of learning at the onset of care and use the information to shape future learning experiences for each child to ensure that activities consistently match their learning needs.

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who attend

The childminder has a sound understanding of the learning and development requirements of the Early Years Foundation Stage and of how children learn and develop. She provides children with an appropriate range of activities that are adult-led and child- initiated. These generally support children to enable them to make steady progress in their learning in readiness for school, including those children who speak English as an additional language. The childminder completes observations of the children and identifies their next steps, which she uses to extend learning. However, children's starting points are not always clearly identified. In addition, the information gathered from parents about what children know and can do on entry to the provision is mainly focused around some aspects of personal, social and emotional development and physical development. This does not fully enable the childminder to immediately plan activities that shape future

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who attend

learning experiences across all areas of learning, to maximise children's progress from the beginning. In addition, the childminder does not rigorously assess and track children's progress towards the early learning goals over time. As a result, activities do not consistently match children's learning needs. The childminder is aware of the need to complete the progress check at age two to help her identify any additional support that a child may need. Parents are suitably involved in their children's learning. They have access to their children's development records and the childminder takes into consideration parents' comments about their own observations of their children's achievements. The childminder has strategies in place to help parents extend their children's development at home to promote the continuity of learning. For example, she discusses the next steps in learning and makes suggestions about resources that they can use.

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who attend

The children have opportunities to follow their own interests and make independent choices from the sound range of resources that are at child height. The childminder's teaching and interaction with the children is generally good. She develops toddlers' communication and language skills well. For example, she talks with the children about what she and they are doing. This helps toddlers link words to actions and develop their vocabulary. She also helps children to understand language. For example, she gives them simple tasks to do, such as asking them to roll the ball, and then demonstrates the action and asks the children to repeat it. This also helps children who speak English as an additional language, in addition to the words that she gets from home to support their home language. The childminder values toddlers' attempts at words and repeats words back so that they hear the name of the object clearly. She also praises toddlers for their

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who attend

attempts at words, which boosts their self-esteem and confidence. The childminder introduces mathematical language into children's play. For example, as they gather construction pieces together she talks about 'more pieces'. In addition, as they press buttons on activity toys to find out how things work and happen she introduces words, such as up and down, high and low, which toddlers repeat. Children have opportunities to learn about shapes and problem solve as they complete puzzles and the childminder asks them about the shapes that they use.

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who attend

The childminder encourages children's ability to concentrate and to solve problems for themselves well. She knows when to sit back and observe but also when to intervene to support learning further. For example, toddlers show great levels of concentration as they play with the stacking cups. They persevere with the different order in which the cups fit together. The childminder supports them by giving them time to complete the activity but also provides little prompts, by asking questions, such as 'which is the biggest?', 'will the green cup fit into the blue one?' She then praises children for their efforts, which boosts their self-esteem. The childminder promotes children's physical skills. They have opportunities to develop hand and eye coordination as they use beads to thread along the wire. Toddlers delight in the obstacle course that the childminder makes for them using the large foam blocks. She supports them as they balance and walk over the bricks or

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who attend

climb the steps and encourages the repetition to reinforce the learning.

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

The childminder knows the children well and they are settling well in her care. She has positive relationships with them and the consistent interaction during activities ensures their emotional well-being is supported appropriately. The clear settling-in process is effective as parents are encouraged to stay with their children during the initial visits until they are confident to be left. This ensures that they settle quickly so that they can enjoy their time at the setting. The childminder discusses and records any relevant information in relation to children's care needs, in order that their health and well-being is promoted. However, other aspects of development are less well planned for on entry to the setting. Transitions to other settings are managed appropriately. The childminder talks to children about what to expect when they go to the nursery or school and they are encouraged to talk to each other about school life. This helps to prepare them emotionally for the move.

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

Children behave very well. They develop confidence and self-esteem because the childminder praises and encourages their efforts. The childminder helps children to learn to share and take turns during their play. For example, she uses ball games, where children roll the ball back and forward to each other, to learn about taking turns. The childminder uses positive strategies to foster children's good behaviour, such as rewards, explanations and distraction.

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

A plentiful selection of toys and resources, that are suitable for the ages and stages of the children cared for, are readily available. Toys are easily accessible on open shelving and in boxes. This enables children to make their own selections or point to, or request what they would like. Many of these reflect diversity in our society, which helps children learn to value and respect people's differences and similarities. Children are beginning to develop an understanding of safety. Toddlers are encouraged to take risks as they climb and balance on the foam bricks, while more able children enjoy challenging their skills on slides or on other large apparatus, which further develops their confidence and self- esteem.

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

The childminder provides many opportunities for children to be active outdoors so that they play in the fresh air and have lots of exercise. This contributes to children developing a healthy lifestyle. The meals and snacks that the childminder provides are nutritious and balanced and she talks with the children about the food that is good for them. The children enjoy fresh fruit snacks and they have access to water in their own cups throughout the day. The childminder supports children well to develop their self-care skills, for example, she encourages toddlers to feed themselves. Children also develop an understanding of suitable hygiene practices, through reminders and routines. For example, children are encouraged to wash their hands at appropriate times of the day. This prevents the spread of infection.

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provision

The childminder has a sound understanding of her responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. The environment is safe because the childminder completes and reviews risk assessments of her home and of any outings children go on. She has a sound knowledge and understanding of the current legislation in relation to child protection to safeguard the children in her care. She knows the correct procedures to follow should she have concerns. She has up-to-date first aid and safeguarding training. This ensures that she has suitable knowledge in order to keep children safe. The childminder very occasionally works with an assistant. Checks are undertaken to ensure that all adults are suitable to care for children. All of the required documentation is in place, including written policies and procedures, which are used effectively to underpin the childminder's practice. She is fully

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provision

aware of instances of when Ofsted need to be informed.

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provision

The childminder's systems for monitoring and evaluating her setting are suitable. She evaluates her provision and identifies the strengths and areas she wishes to develop to promote the continuous development of her provision. She has completed all of the areas of development identified at her previous inspection. This promotes children's well-being and shows her willingness and capacity to continually improve. She involves parents and children in her monitoring and evaluation processes through discussions, questionnaires and her observations of the children. Children are involved in the planning of the activities. Parents are happy with the care and learning that their children receive. The childminder's monitoring of the educational programme is less well developed. She is not yet rigorously reviewing all aspects of children's development to fully identify any gaps in learning. Consequently, children make no better than satisfactory progress. The childminder attends

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provision

training courses through various sources to further develop her skills to enable her to foster children's development.

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provision

Partnerships with parents and other professionals involved in children's care and learning are sound. Parents receive suitable information about the setting through the policies and procedures, and regular chats. This promotes continuity of care and learning of the children. The childminder shares information with others, such as the local nursery that children attend, with parents' permission. This enables all carers to work together to help children make 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 EY362452 Local authority Kirklees Inspection number 966622 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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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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