Childminder in Kirklees

Inspection date

Previous inspection date 19/06/2014 Not Applicable

p.1

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

p.1

This provision is good

 The childminder extends and develops children's language and communication in their play and in regular routines, such as song and story times. This means that children are making good progress in their communication skills.  The childminder's home is secure and well organised, and all documentation, including children's information, risk assessments, registers and suitability checks, is accurate. As a result, children are effectively safeguarded.  Self-evaluation is developing well and improvements have been identified and implemented to further benefit the children. This shows that the childminder is fully committed to providing children with high quality care and education.  Parents are actively encouraged to share information about their children's learning and development at home. This supports continuity in care and learning.

p.1

It is not yet outstanding because

 There is scope to expand children's access to the outdoor learning opportunities for children to enrich their growing sense of exploration, along with their physical skills.  The already good systems in place to monitor children's progress have the opportunity to be developed further to ensure all children's progress is monitored consistently.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector spoke to the childminder about his practice at appropriate times during the inspection.  The inspector observed the childminder caring for and playing with the children.

p.2

Inspection activities

 The inspector had a tour of the ground floor of the childminder's home, including the kitchen, garden and play areas.

p.2

Inspection activities

 The inspector checked evidence of suitability checks carried out for all adults within the home, and the childminder's self-evaluation and development plan.

p.2

Inspection activities

 The inspector sampled children's progress records and a range of documentation, including safeguarding policy and procedures, accident and medication records.

p.2

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. He lives with his wife, who is also a registered childminder, and two children aged two and three years in Holmfirth, West Yorkshire. Areas of the home used for the children include the lounge/dining room and kitchen on the ground floor, and two bedrooms and bathroom on the first floor. The rear garden is used for outdoor play. The childminder attends toddler groups each week and visits the shops and park on a regular basis. There are currently 20 children on roll, eight of whom are in the early years age group. The childminder operates all year round, except for family holidays.

p.3

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

 enhance the already good systems in place to monitor children's progress by including children who attend for short periods to ensure all children are monitored consistently

p.3

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

 expand children's access to the excellent outdoor learning environment for children, to enrich their growing sense of exploration along with their physical skills.

p.3

who attend

The childminder has a good understanding of how young children learn and of how to teach them. He plans flexibly, while skilfully matching opportunities to children's interests and their next developmental steps. Information obtained from parents before children begin attending the setting gives a good starting point for assessing what children know and can do. The childminder makes regular observations as children learn, and he uses them to complete individual play plans. These plans look at what children could do next. Learning opportunities offer support, but also challenge learning at appropriate times, which aids good progress towards the early learning goals. Activities are planned to suit the needs of the range of children who attend, such as opportunities to complement what early years children are learning at school. The progress check for children aged between two and three years effectively monitors the development of younger children. These are

p.3

who attend

shared with parents, to enable early intervention to be sought if necessary. Information from parents is combined with accurate assessments carried out by the childminder. This leads to effective planning and monitoring of children's development.

p.3

who attend

The play area is well resourced and offers the children a range of resources, such as books, puzzles, role play, small world and construction equipment. Books are displayed in a book basket, and children choose stories for the childminder to read. Children's early communication and language development takes a high priority and is woven into their everyday experiences. For example, the childminder incorporates singing and action songs into children's play to introduce new words and reinforce their understanding. As a result, children are engaged and motivated in the activities provided. The childminder interacts with the children in a positive manner and at a level that provides them with lots of eye contact. This helps children to learn the importance of listening and to understand that the childminder is interested in what they are doing. The childminder supports the youngest children to learn new words by introducing these as he talks to them, and giving praise

p.3

who attend

when children repeat these. The childminder talks with children constantly about what he is doing or what is happening while he is playing alongside them, and this helps them learn how to express their thoughts. For example, children learn to solve problems as they work out which coloured shape goes into the matching hole, or how to fit jigsaw puzzle pieces into place. As a result, children are supported very well in their acquisition of communication and language skills and make good progress towards the early learning goals.

p.4

who attend

The childminder provides opportunities for children to engage in creative play, such as painting and malleable play. Children demonstrate increasing levels of concentration as they sit at the table and explore the dough, which they mould into rolls to bake the bread for their lunch. The childminder plans further creative activities well, intervening appropriately and confidently enabling children to take the lead, therefore, encouraging them to extend their creativity and thinking. For example, children have time to explore and experiment with the dough, pulling and patting it into various shapes and discussing the changes that take place. The childminder encourages them to extend this and talk about how it feels. He then demonstrates how to make prints in the dough, and the children thoroughly enjoy trying this. This type of play encourages experimentation and exploration, while fostering the development of their physical movement, thinking and

p.4

who attend

problem-solving skills. The childminder encourages children to count as they play with a selection of animals and vehicles, teaching them about number, order and value. This means that children are increasingly able to use their mathematical knowledge to independently count and problem solve in their play. Children enjoy daily access to a well- resourced outdoor environment in the childminder's garden. However, access to this excellent learning environment has scope to be developed further to fully promote children's growing physical skills, sense of exploration and independence. The childminder takes children to several community groups where they join in with good quality sessions, such as music and movement activities. As well as complementing the activities provided in his home, this gives children the opportunity to be in larger groups, in preparation for when they start school. Children learn about the wider world as they visit local farms, the

p.4

who attend

library and parks, and constantly discuss the weather and what they might wear to go outdoors.

p.4

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

The childminder forms close and caring relationships with the children in his care and this enables them to settle particularly well. Consequently, the children are content and display good levels of confidence. The childminder takes time to find out about the children's interests and routines, For example, information is exchanged with parents during settling- in sessions about dietary needs, allergies and routines to ensure that these are accurately met and that care is consistent. The childminder speaks to parents each day about their child and has formed strong attachments with both children and parents. As a result, children quickly feel at ease and begin to form trusting relationships. For example, they seek reassurance when they feel unsure of visitors or are tired, and the childminder quickly recognises their unease by comforting them. He recognises when children are tired and hungry and meets their needs effectively. Children smile and laugh with the

p.4

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

childminder and they enjoy cuddling close to him, as they share play experiences. They demonstrate independence and confidence as they explore the resources, and the childminder is always on hand to support their play. Therefore, they are emotionally prepared for the eventual move to pre-school or school.

p.5

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

Daily routines support children in developing their self-care skills. For example, they feed themselves and access their own drinks when they are thirsty. Children gain a good awareness of the importance of healthy lifestyle choices. For example, their understanding of healthy eating is promoted as they discuss which foods are good for them, and they have been planting fruit and herbs with the childminder. Meals are provided by the childminder and his co-childminder each day, which they encourage and support children to eat independently. Good daily practice reinforces children's understanding of good hygiene. For example, children wash their hands before eating. The childminder gathers important information about the children's medical needs or special dietary requirements to ensure they remain healthy and safe. He has attended a mandatory paediatric first-aid course. All medication given to the children is recorded, dated and signed by parents to

p.5

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

keep them informed of children's well-being. All accidents are also recorded. This means that the childminder can effectively deal with any accidents or minor injuries, and parents are reassured that their children are consistently well cared for.

p.5

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

Children behave well because they are supported well in understanding how to manage their own behaviour. They are offered clear and consistent explanations about this and are encouraged to share, take turns and be considerate towards others. As a result, children's behaviour is good. The childminder provides positive praise and recognition for their efforts and achievements. For example, when they complete a puzzle or tidy away their toys, the childminder tells them, 'That is great' and 'Well done'. Children learn about safety through the childminder's calm reminders and expectations. For example, they are reminded to sit on their bottoms on the chairs, so that they do not fall off. The fire drill is practised and the procedures and plan showing exit routes are available. Children are reminded about road safety as they go out and about on walks to and from groups. This helps them to develop a sense of responsibility for their own well-being, as well as helping

p.5

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

them to understand how to respond in an emergency. Children take small but safe risks when playing as they avoid obstacles and access tables and chairs. They understand the risks when playing and seek the childminder's support and reassurance.

p.5

provision

The childminder manages his service efficiently. For example, clear policies and procedures are in place that set out the childminder's responsibilities for promoting children's safety and welfare. The childminder is secure and confident in what action he must take to protect children, if he has concerns about a child's welfare. He has completed safeguarding training to support his understanding of child protection. All required documentation is kept up to date, stored and organised securely, to maintain confidentiality. The childminder ensures that all people who live on the premises have been suitably checked through the Disclosure and Barring Service. The childminder shares all relevant documentation with parents to keep them fully informed of all adults in the home. The childminder checks all visitors' identification, which means there is no unauthorised entry to the premises. Risk assessments ensure children are cared for in an

p.6

provision

environment that is safe, secure and well maintained. Appropriate action is taken to minimise any risks, which means children are safe and accidents are kept to a minimum. Daily registers with hours of attendance of the children are kept and parents sign accident and medication forms when needed.

p.6

provision

The childminder uses his good knowledge of the Early Years Foundation Stage to provide activities that keep the children stimulated and interested across the seven areas of learning. He has a sound understanding of children's individual needs and interests, and plans a varied and exciting range of activities to help them make good progress. Good systems for the observation and assessment of children support him to achieve this. This, alongside a tracker sheet, enables the childminder to effectively monitor the development of each child and ensure there are no gaps in children's learning. This means children are supported well in reaching their full potential. However, this should be extended to provide children who only attend for short periods the same good level of monitoring. This will ensure the childminder can clearly monitor all children's progress. The childminder monitors and evaluates his own professional development effectively. He uses self-

p.6

provision

evaluation to reflect on his strengths and areas for improvement, in order to move his service forward. For example, he has identified areas of his provision he wants to enhance, such as developing the selection of dressing-up resources to reflect diversity and open-ended play. The childminder seeks advice from the local authority as necessary and regularly discusses good practice with other childminders. This demonstrates priorities for improvement are well targeted to benefit the children in his care and support the childminder to monitor and improve the quality of children's learning experience. The views of parents and children are sought, and these demonstrate their high levels of satisfaction with the service they receive. Parents comment that, 'My child settled quickly and loves it with the childminder' and 'It's great here, a really personal service is offered, and that is what I wanted'.

p.6

provision

Through discussion, it is clear the childminder knows when to contact outside agencies to support children's development. He understands he can contact relevant agencies when he feels children need additional support. He shows a clear understanding of the importance of sharing information with other professionals. Partnerships with parents are established, and they are complimentary about the childminder and say they are very happy with the care and teaching that he provides. As a result, parents are aware of how their child is developing. Links have been made with the local school to prepare for transitions for some of the children. This ensures that children have an even more enjoyable experience when they start school and that children's progress and development are shared with the school.

p.6

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

p.7

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

p.8

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.

p.8

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.

p.9

Setting details

Unique reference number EY471049 Local authority Kirklees Inspection number 949374 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 20

p.9

Name of provider

Date of previous inspection not applicable

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11