Storey, Clare

Inspection date

Previous inspection date 28/04/2014 05/11/2013

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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

 Children are acquiring the necessary skills to be ready for school because the childminder provides a broad range of activities which cover the seven areas of learning and the quality of teaching is good.  Effective partnership working with parents means there is a continuity of learning between the provision and home, which contributes to the good progress children make.  Children's personal, social and emotional development is promoted well, as they learn to work as part of a group and follow the rules for sharing.  The childminder has a clear understanding of the safeguarding and welfare requirements, to help keep children safe.

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It is not yet outstanding because

 Outdoors, children have fewer opportunities to give meaning to marks they see, to further promote their literacy skills.  Children are not always provided with opportunities to talk about features of their environment, to further promote their understanding of the world.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the main playroom and looked at areas used for childminding.  The inspector spoke with the childminder and children throughout the inspection.

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Inspection activities

 The inspector and childminder jointly observed individual children and discussed their learning and progress while they were engaged in activities.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, training certificates, risk assessments, policies and procedures and self-evaluation systems.  The inspector looked at children's assessment records.  The inspector took account of parents' written views on the quality of the provision.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children aged 14, eight and three years, in a house in Mirfield, West Yorkshire. The whole of the ground floor and the rear garden is used for childminding. 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 10 children on roll; three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 provide further opportunities for children to write outside, for example, by taking pens and paper on outings so children can make marks and give meanings to different marks they see, to further promote their reading and writing skills

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

 enhance opportunities for children to explore both the built and the natural environment and provide large and small construction boxes outdoors so children can make models of features in the local area, to promote their understanding of the world.

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who attend

Children are effectively supported in making good progress in their learning. This is because the childminder's practice is built on a good understanding of how children learn and develop. The childminder plans a broad range of activities which cover the seven areas of learning, through which children gain a good range of skills to support their future learning. For example, children visit a local farm to support their learning about spring and growing. Photographs show how children are learning about different occupations and ways of life, as they watch the farmer milking his cows. Planning for children's next steps is based on information gained from observations and the childminder taking into account children's play preferences and ideas. The quality of teaching is sound and the interaction between children and the childminder is good. During activities, the childminder routinely gets down to the children's level. As a

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who attend

consequence, there is a lot of eye contact and active listening that supports children's learning. Children show an early interest in literacy and reading, as they look at books independently and handle them carefully. Children turn the pages and hold books the correct way up, demonstrating their understanding that print carries meaning. Children point to and name the things they see, such as a baby and a pig, promoting their early speaking skills. However, there are fewer opportunities for children to give meaning to marks that they see in different places. The childminder promotes children's excursions into imaginary worlds, as she provides resources to develop children's make-believe through play. For instance, children pour water into the teapot and then into the cup, pretending to make tea. Children engage in symbolic play, putting a 'baby' into the pram and taking it for a walk. Small world models promote children's early understanding of

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who attend

shape, as they fit together the train track. Children represent their experiences in their play, as they place the 'animals' in the 'field' and move the train and cars around the track. As children build their farm the childminder asks them about the colours of their cars and they practise their counting skills, as they count the small building bricks.

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who attend

Positive relationships with parents help the childminder to fully understand and provide for children's learning and development needs. Parents are encouraged to contribute to initial assessments of children's starting points on entry. In addition, parents add comments to the progress check at age two and ongoing assessments, so they are kept well informed of their children's progress. Observations sent to the childminder through a telecommunication device keep her informed of any learning at home. Accordingly, this shared approach demonstrates a continuity of learning between home and the provision and contributes to the good progress children make.

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

Children form secure emotional attachments with the childminder because she is kind, caring and sensitive to their individual needs. She spends time getting to know the children and their families well through the completion of 'All about me' forms and settling-in sessions. As a result, children's move between home and the provision is supported well, to ensure that they feel happy, secure and safe. The childminder provides a welcoming atmosphere and she uses space and resources well, to support children's all- round development. For example, the main playroom allows children to be independent in their play and use their imagination. Also, children's creative work is displayed in this room which gives them a sense of belonging and self-awareness. Contrastingly, the childminder's lounge provides a cosy atmosphere where children enjoy quieter one-to-one activities and areas for rest if they want to.

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

The childminder acts as a positive role model. She applies consistent boundaries for unwanted behaviour and praises children for their efforts, which promotes their self- confidence and self-esteem. Any slight incidents of frustration are dealt with appropriately and children are learning how to work together and follow the rules for sharing. Therefore, children are learning to manage their feelings and behaviour which promotes their personal, social and emotional development. Children are encouraged to be independent in their everyday tasks, clearing away their plates after their meals and taking them into the kitchen. The childminder teaches children to put on their own coats and shoes, asking for help when needed. This promotes children's learning about self-care skills, as they begin to do things for themselves. Some children are also beginning to show an emerging understanding of recognising their own personal needs. For instance, as they

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

take independent action to attend to their toileting needs. Visits to the supermarket help to promote children's early understanding of the need for variety in their food. The childminder talks to the children about the positive and negative impacts different foods can have on their bodies. For instance, children learn that if they eat lots of food which contains sugar, this is bad for their teeth.

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

Children have daily opportunities to enjoy fresh air and take part in a range of activities to promote their physical development. This is because the childminder takes them on regular outings to the local park. Here children have space to run around, climb a selection of apparatus and throw and kick balls, to promote their large and small muscle skills. However, there are fewer opportunities outdoors to arouse children's awareness of features in the environment and immediate local area. Children learn about keeping themselves safe and taking sensible risks, as they talk about road safety and 'stranger danger'. Visits from local emergency services also help children to learn about keeping safe in the home. This promotes positive relationships with community members and teaches children about people who are there to help them. Children are provided with good support to prepare them for their move both to other provisions and school. For

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

example, the childminder takes children into the local school where they have opportunities to meet the teachers and stay and play for a while in the role-play area. This helps children to know what to expect and prepares them emotionally for their next stage in learning, which is usually starting school.

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provision

This inspection took place following a notification by the childminder and a concern that had been raised with Ofsted relating to an incident where a child had been nipped by a dog. The inspection found that following the incident the childminder has re-homed the dog, to ensure children are kept safe and well. Children are supervised well during their play, to ensure their individual needs are met. Appropriate accident records are completed and shared with parents and the childminder has a good understanding of first aid procedures. Written risk assessments are in place to identify and minimise potential hazards to children, on the premises and for outings. The childminder displays a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She understands her responsibility to notify Ofsted of any significant events, to keep children protected. She has attended relevant child protection training and

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provision

understands her responsibilities in this respect. The childminder is fully aware of the possible signs and symptoms of abuse and the action to take to manage any concerns about a child in her care. Safeguarding policies and procedures are in line with the guidance and procedures of the relevant Local Safeguarding Children Board. All policies and procedures are reviewed annually or as and when changes are required and are shared with parents, to keep children safe and well. Visitors are requested to show identification and the childminder records their arrival and departure time in her visitor book. Regular fire drills are carried out and appropriate fire detection control equipment, such as smoke detectors is in place. Accordingly, the childminder's home is safe and securely maintained, to protect children's welfare.

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provision

The childminder has a good overview of the educational programmes through monitoring of practice, to make certain children make good progress in all areas of learning. Assessments are consistent and precise and display an accurate understanding of children's individual skills, abilities and progress. As a result, children with identified needs are supported well with appropriate intervention, to help ensure they reach their expected levels of development. The childminder attends a variety of training courses so that she continues to update her childcare knowledge. Consequently, she has the skills and awareness to provide good care and learning for all children. Strengths and weaknesses of the childminder's provision are identified through self-evaluation practice, which takes into account the views of parents and children. Consequently, the childminder is able to identify areas for improvement and implement positive change, to promote even higher

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provision

Partnerships with parents are good and this is evidenced through written comments which the childminder has received. Good links with teachers from the local school and other childminders help to ensure that mutual support and ideas for best practice are shared. This makes a strong contribution to meeting children's individual needs, to help ensure no child is disadvantaged.

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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 EY437907 Local authority Kirklees Inspection number 966340 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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