Childminder in Kirklees

Inspection date

Previous inspection date 16/06/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 active and inquisitive learners. This is because the childminder provides a very good range of interesting learning experiences, which are planned effectively to reflect their interests and needs. Consequently, children make very good progress in their learning and development.  The childminder is attentive to the children's well-being. She has robust procedures in place to keep children safe and provides a secure environment for them.  Children are safeguarded well as the childminder has a secure knowledge of how to protect them and the correct procedures to follow if she has concerns about a child's welfare.  The childminder has positive partnerships with parents. A thorough, daily exchange of information takes place with all parents, which ensures children's continuing needs are met.

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It is not yet outstanding because

 There are fewer opportunities for children to play with large open-ended equipment to develop their awareness of space and movement, and use their imagination.  There is scope to build on opportunities for children to develop their early reading skills, for example, by providing a more text-rich outdoor environment.

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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 spoke with the childminder and children during the inspection.  The inspector took account of the views of parents from written letters.

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Inspection activities

 The inspector considered the self-evaluation form and audits completed by the childminder.

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Inspection activities

 The inspector sampled documents in relation to children's learning and development, safeguarding and those relating to training, support and skills.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two-year-old child in Bradford, West Yorkshire. The whole of the ground floor of the home, and two bedrooms and two bathrooms on the first floor are used for childminding. The rear garden is used for outdoor play. The childminder visits the shops and park on a regular basis. She collects children from the local schools. There are currently four children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round except for family holidays. She also provides overnight care if required. The family pets include a rabbit and two cats. The childminder provides funded early education for two-, three- and four-year-old children. She is a member of the Professional Association for Childcare and Early Years.

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

 provide more opportunities for children to use their imagination and develop their awareness of space and movement, for example, by providing open-ended resources, such as crates, large boxes and planks of wood

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

 enhance opportunities for children to further develop their early reading skills, for example, by providing an outdoor play area that is rich in print.

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who attend

The childminder provides fun and stimulating play experiences for the children, therefore, children are motivated and fully engage in all of the activities. The inside environment is rich in print as posters, labels and signs are displayed. These successfully support children to learn about words and that print carries meaning. However, there is scope to develop this in the outdoor environment to further enhance children's early reading skills, especially for those children who learn better outside. The childminder has high expectations of children. This is based on her accurate assessment of their prior learning skills, knowledge and understanding on entry to her setting. Parents contribute to the initial assessments of their children and are kept very well informed about their children's continuing development. Parents also contribute to the progress check for children between the ages of two and three years. In addition, parents are encouraged to share

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who attend

information relating to their children's ongoing learning and development at home through their 'wow moments' that are displayed in the hallway. The childminder also provides story and activity sacks for parents to take home to share with their children. This effectively supports parents to extend their children's learning at home. The educational programmes planned by the childminder have depth and breadth across the seven areas of learning. The childminder completes regular observations and precise assessments of the children, and uses this information to plan challenging activities. She carefully tracks children's progress from their starting points and this helps her to identify any gaps in their learning. Consequently, children make good progress towards the early learning goals.

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who attend

The quality of teaching is very good. The childminder knows when to step back and allow children time to experiment and become deeply involved in their activities. She also knows when to intervene and help children explore ideas and link their learning to previous experiences. For example, children explore the feel and texture of the water beads as they move them through their fingers, press and squash them and talk about how bouncy, squidgy and sticky they feel. The childminder then introduces mathematics into the activity. She encourages children to guess how many beads she has in her hand, this helps to foster children's developing mathematical abilities. They count the beads together and she then introduces mathematical words by asking children if they have more or less than the original estimated number. This helps children count reliably and understand quantity. The childminder encourages children's communication and language skills very

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who attend

well. She talks with the children about past experiences and activities, and encourages them to relay information in their own words. For example, as they look at books together they talk about the pictures and relate them to their own lives. Consequently, they learn to share experiences and develop the art of conversation. The outdoor area provides lots of learning experiences for children. For example, children learn about growth and decay as they plant seeds in the garden, observe and investigate objects and mini-beasts using magnifying glasses. However, there are fewer opportunities for them to use their imagination and develop their awareness of space and movement, for example, through the use of open-ended resources, such as, crates, large boxes and planks of wood.

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who attend

As children bake cup-cakes they learn that writing has a meaning because the childminder helps them to follow a recipe. They look to see how much flour, butter and eggs they need. The childminder explains how to use the electronic scales and encourages children to spoon out the flour and watch the dial until they have 170 grams. They again talk about quantity using terms, such as more or less. The childminder encourages children to talk about the changes to the mixture and the smells. This helps children learn about liquids and solids, and about how things change when mixed together. The childminder involves children in the planning of the activities and talks with them about how they can extend their activities for next time. She uses phrases such as 'I know next time, shall we add the bugs to the water beads?'. This demonstrates to children the thinking process and how to develop ideas for their future learning. Consequently, children develop skills in readiness

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

Children form very strong and secure emotional attachments to the childminder. Consequently, they are happy and settled. The childminder encourages parents to stay and play with their children when they first start to help with the transition from home. She also obtains resources, that knows is of interest to particular children. As a result, children grow in confidence as they separate from their parents. The childminder skilfully interprets young children's non-verbal communication, so that she can meet their individual needs. For example, she recognises that a child is tired and asks them if they would like to lie down and have a rest. The value of an effective partnership with parents is recognised and nurtured. The childminder uses daily chats, text messages and a social media site to share information with parents. This ensures that parents are fully informed and that a two-way flow of information is maintained to ensure continuity of care. The

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

childminder also supports children very well in their move onto school. For example, the childminder reads books with children about their emotions and she attends phonics sessions, run by the school, with the children. Children behave very well and respond to the childminder's consistent and fair expectations. They respect the toys and willingly help to tidy a few things away in order to make space for the next play activity. The childminder uses lots of praise and encouragement for children's particular achievements, which boosts their self-esteem and confidence.

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

The environment is very well organised, child-friendly and inviting. The childminder pays attention to detail. For example, resources are stored in labelled boxes and there is child- sized furniture, so that children have free choice from accessible books, toys and play materials. There are photographs of the children displayed, which gives children a sense of belonging. Children gain an understanding about risk through activities that encourage them to explore both the indoor and outdoor environments. This is undertaken under the watchful eye of the childminder, at all times. Children move around competently as they climb or use the large apparatus at the local parks. The children learn how to keep themselves safe as they play. For example, they know how to use single-handed tools, such as knives and scissors with care.

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

The childminder provides activities that help children learn about healthy lifestyles. For example, they talk about food that is good for them as they help prepare their own snack and make choices about the fruit that they eat. The childminder provides a healthy balanced diet that generally consists of a full cooked two course meal at lunch time. Drinks are accessible for the children at all times to keep them hydrated. Children develop an awareness of the benefits of maintaining good personal hygiene. For example, they wash their hands before eating and after using the toilet. The childminder provides low- level steps to enable children to use the toilet and sink independently. They also have their own hand towels to help reduce the risk of cross infection. Children confidently talk about why they need to wash their hands. For example, when asked by the childminder, 'What happens if we get germs in our tummy?', children respond 'We get sick'. Children

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

are very independent in the environment and enjoy helping the childminder to wash the dishes after baking and snack. Children have good access to outdoor play to develop their skills and enjoy the fresh air and exercise as part of their healthy lifestyle. The childminder provides waterproof clothing so that children can play outdoors in all weathers and enjoy the learning experiences that the different kinds of weather brings.

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provision

Children are protected because the childminder demonstrates a strong understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. Appropriate checks on the adults in the home are carried out to safeguard children. The childminder also records visitors to the home. She understands the importance of following the Local Safeguarding Children Board procedures, in relation to recording and reporting any concerns. The childminder undertakes precise risk assessments of her home and on the outings that children are involved in. This helps to minimise risks to children. Policies and procedures cover all aspects of the setting and further protect children's welfare.

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provision

The childminder monitors the educational programmes effectively to ensure that children make good progress. This shows her good knowledge and understanding of each child, their growing skills, abilities and ongoing progress. As a result, the childminder capably identifies any gaps in children's learning. She plans future learning opportunities to minimise and work towards closing these gaps. Therefore, children are well prepared for school. The childminder regularly reflects and evaluates her own practice and clearly identifies her strengths and areas for development. Her self-evaluation takes into account the views of children and their parents. For example, she no longer maintains daily diaries for the children because parents say that they want information relayed to them through discussions. The childminder attends training regularly and reads publications to update her skills and knowledge. She has plans to complete a qualification at level 3 in early years

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provision

to enhance her skills and enrich children's learning and development.

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provision

There are good partnerships in place with parents and other settings that children attend. This makes sure that children receive the support they need to enhance their development. Plans are organised well in advance of children's move onto school. For example, the childminder attends phonics sessions at the local school to support children. In addition, they share information about children's development. She also shares information with health visitors about children's assessments. Parents receive very good information about the setting through the notices that are displayed, newsletters and discussions. Through letters parents confirm their satisfaction with the care their children receive. They make comments, such as 'I am confident in the childminder's ability to deliver the Early Years Foundation stage', 'She is an outstanding and dedicated childminder' and 'Children have flourished and become confident, speech has really

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provision

improved as has recognition of colours and counting'.

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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 EY468552 Local authority Kirklees Inspection number 948530 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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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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