Childminder in Wakefield

Inspection date

Previous inspection date 20/06/2014 11/12/2008

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder is highly skilled and sensitive in helping children form secure emotional attachments. This ensures children feel extremely safe and develop a growing independence.  This is a friendly and calm environment. Behaviour rules are fully embedded. As a result, young children are polite, respectful, assertive and sociable in the setting.  Assessments are extremely clear, accurate and fully identify children's abilities and progress, which helps to effectively inform planning for the next stages in children's learning and development.  The setting is extremely safe and organised very well by an experienced childminder, who ensures children are protected and safeguarded successfully.  Partnership with parents, outside agencies and school are excellent and make a superb contribution to meeting children's needs. This ensures they are exceptionally well prepared for the next steps in their learning.

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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 playroom and the outdoor area.

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Inspection activities

 The inspector spoke with the childminder at regular intervals throughout the inspection and made observations of the children present.  The inspector sampled a selection of relevant documentation.  The inspector spoke to the children during free play.  The inspector checked the suitability and qualifications of the childminder.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in Nevison, Pontefract. The childminder works from a converted garage at her home, which is a purpose-built playroom. The whole ground floor of the house and the rear garden are also used for childminding. The childminder visits the shops and park on a regular basis. There are currently 16 children on roll, four of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 6am 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:

 enhance the excellent range of water play experiences to challenging children even further. For example, by giving them a selection of real-life props, such as drain pipes or plastic tubing.

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who attend

The childminder has an excellent knowledge of how children learn. She places strong emphasis on children learning through play and has very high expectations of herself and of the children in her care. She has an excellent understanding of how to support young children to achieve the best they can, given their age. For example, she provides a wide range of well-organised resources, enabling children to self-select and make their own decisions. By doing so, children's curiosity in learning is promoted well from the start and the childminder is able to note their individual interests and build on these. Early language and communication skills are well supported because the childminder provides opportunities for children to listen and to express their needs. She gets down to the children's level and talks to them about what they are doing. She sensitively offers extra help and support when needed. The childminder's contribution to children's play has a

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who attend

very good impact on what children learn given their ages and stages of development. She caters for their individual needs extremely well, because she knows each child well and understands their preferred learning styles. As a result, all children make rapid progress from their starting points.

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who attend

The childminder instinctively challenges and extends children's thinking as they play by asking relevant questions that develop their critical thinking and language. Consequently, there is an extremely high level of willingness from children to take control and to join in because they feel very much a part of the decision-making process. For example, when the children are asked what they would like to do, they eagerly share ideas, ask questions and explore the environment using the ideas they have suggested. This effective use of questioning provides children with outstanding opportunities to consider problems and to find solutions. Lots of praise is given for their successful answers, boosting children's self- esteem in preparation for school. Further learning opportunities, such as snack time, encourage children to develop friendships and personal, social and emotional skills. Children freely select resources of their choice from the playroom and show particular

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who attend

interest in role play and sensory play. Young children have a flexible and stimulating environment in which to play and learn. For example, two children excitedly role play by cooking the play dough. They enthusiastically speak about foods, cooking and shapes during their play and excitedly begin to make cooker sounds. Highly positive interaction by the childminder encourages the children to join in and enjoy the session fully. As a result, children obtain the confidence to develop and master new skills quickly. The childminder role models the actions of rhymes and songs, which encourages children to join in alongside their peers and learn how to use their bodies to match the actions of the songs.

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who attend

Children's interests are planned into activities exceptionally well, and as a result, children are extremely interested and highly motivated to learn. Children enjoy an extensive range of sensory and tactile resources, for example, they delight in water play. However, some opportunities to provide children with extra challenge to solve problems and to experiment with a wider range of resources in water play are occasionally overlooked. For example, using drain pipes or plastic tubing. Children learn about numeracy, shape and space during everyday routines and the childminder's targeted approach to meeting children's next steps in learning. For example, the childminder has provided children with a set of coloured bobbins, which they thoroughly enjoy using for making towers, counting and threading. The childminder assesses the children and tracks their progress to provide regular and accurate information for parents. Parents contribute their views on their

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who attend

children's learning and, together with the childminder, they share ideas for children to continue their learning at home. This highly effective partnership increases children's ability to make rapid progress in their learning and development. The childminder is motivated and eager to include parents and exchange information about children's learning and development. They consistently create new ways of doing so, such as text messaging, photograph sharing, 'wow' notes and daily diaries.

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

Children form very secure attachments. They are extremely happy and confident because the childminder is highly skilled and sensitive in providing a warm and welcoming environment for parents and children. This helps them to make an extremely smooth transition into the childminder's care because they feel safe and at home with her. Children's behaviour is exceptional because the childminder is a very good role model. She is caring and responsive to children's needs and feelings, and she uses praise and encouragement to boost their self-esteem and confidence. She speaks calmly and quietly to children, listens to their ideas and respects their interests. Effective house rules, such as playing nicely together, saying sorry and using good manners, are well embedded in practice. Children enjoy the freedom to play and explore, or to rest and relax comfortably in the knowledge they are safe. The children are very happy being with the childminder.

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

They laugh and play together and are confident to approach the childminder for help should they need it. Some children are reluctant to leave when it is time to go home, which shows that they feel emotionally and physically safe at the setting.

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

The playroom is very well equipped and supports children's free choice because all resources are extremely accessible. Children have regular exercise to promote a healthy lifestyle through their visits to parks, the shops and the duck pond. The childminder encourages children to understand about the outside world and they learn about the seasons of the year and its impact on the flowers and creatures. There are many outdoor opportunities provided for children. The childminder gives high priority to the safety of the children and effectively supports their growing understanding of how to keep themselves safe and healthy. For example, children learn how to keep safe when they visit the park and they understand that they must hold hands and stay together while wearing high- visibility jackets.

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

Children are provided with a very good range of healthy meals and snacks that are freshly prepared by the childminder. Mealtimes are very social occasions where the children take part in lively conversations about a range of subjects. The childminder ensures that their individual dietary requirements are met because she has discussions with their parents about any allergies or preferences. Older children develop their self-care skills well and are confident to use the bathroom independently. The childminder follows effective procedures to minimise the risk of cross-infection, for example, during nappy changes she wears gloves, cleans the mat and disposes of the nappies promptly. This positive role modelling helps children to develop a positive understanding of health and hygiene practices.

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provision

Children's care, well-being and learning are significantly enriched by the highly effective way in which the childminder manages her setting. The childminder's passion, commitment and enthusiasm is contagious, having an extremely positive impact on children. The childminder is highly motivated and has an excellent understanding of her responsibilities to ensure that the provision meets the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a very secure awareness of child protection procedures because she has attended relevant training and has an excellent knowledge of the correct procedures to follow should she have any concerns. As a result, children are expertly protected. Robust risk assessments of the premises, completion of regular fire drills and being qualified in first aid mean children's well-being is prioritised well.

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provision

The childminder is very keen and demonstrates a highly effective drive to continuously improve. She is proactive in accessing a range of training courses to develop her knowledge and understanding of children's learning and development. The childminder has extremely high expectations of herself to ensure she provides an excellent learning environment for children. She has an extensive training record and ensures her professional development is personalised to her own needs and to those of the setting. Her evaluation ensures she is very well informed of any strengths and areas for development. She has a clear and purposeful vision of how she intends to continue to improve outcomes for children. The childminder is a highly experienced practitioner and this has a very positive impact on the children she cares for. As a result, she has built up an outstanding provision. This inspiring practice encourages an extremely inclusive

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provision

environment, where adults and children feel valued and appreciated. The contribution of all parents and children is acted upon to ensure the provision is of a high quality so that all children's needs are met. The childminder demonstrates an outstanding knowledge of the learning and development requirements. She routinely monitors the setting and evaluates her own practice to provide an inspiring learning environment for children to excel in. She plans stimulating and exciting activities to provide children with challenge and to support each child in their own learning and development.

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provision

Relationships with parents are excellent and the childminder works well in partnership with them. She gathers quality information about children's care needs and starting points in their learning before they begin in her care. She uses this information consistently to ensure that children are very well cared for and to enable them to make excellent progress. Parents and carers are encouraged to contribute to children's learning and are regularly given their child's individual learning plans to consider. Parents are given time, support and encouragement to understand these documents, and the childminder communicates verbally on a daily basis about children's achievements and progression to ensure they are fully informed. The childminder has an effective understanding of her responsibility to work in partnership with other childcare providers and professionals to enhance learning opportunities. She has developed very strong links with local agencies

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provision

and has a long-established partnership with the local school. Any relevant information is shared when children are due to start school and continues to be shared when they have started school. This contributes extremely well to a successful move on to school and helps to ensure that children receive consistency and continuity of care and learning when they attend additional settings.

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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 EY225040 Local authority Wakefield Inspection number 872494 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 16

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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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