Hayes, Nicola

Inspection date

Previous inspection date 23/06/2014 19/11/2009

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early years provision

This inspection: 2 Previous inspection: 3 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

 The childminder has good teaching skills and a clear understanding of the Early Years Foundation Stage. She plans purposeful play and a good balance of adult-led and child- initiated activities, in order to support children's learning towards the early learning goals.  Children build close and trusting relationships with the childminder. They respond positively to the childminder who is caring and attentive towards their needs. As a result, children are happy and settled.  The childminder regularly monitors and evaluates her provision. She also has a secure understanding of safeguarding and child protection practice, which enables her to promote children's well-being and keep them safe from harm.  The childminder builds strong relationships with parents and shares information regularly to keep them fully informed about their children's progress.

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It is not yet outstanding because

 Children's independent learning and opportunities help them to understand the meaning of words in the environment are not fully maximised because boxes and drawers, containing resources, are not clearly labelled.  There is scope to enhance children's rapidly developing interest in books and understanding of how stories are structured to further develop their literacy skills.

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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 undertaken by the children and the childminder.  The inspector discussed practice with 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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Inspection activities

 The inspector checked evidence of suitability of adults living on the premises and took account of the childminder's self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2009 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, 10 and eight years in Wakefield, West Yorkshire. The whole of the ground floor and two bedrooms 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 school. There are 13 children on roll, of whom seven are in the early years age group and attend for a variety of sessions. The childminder operates Monday to Friday from 7.30am to 6pm, all year round, except for family holidays. She is a member of the Professional Association for Childcare and Early Years and holds an early years qualification at level 3.

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

 provide more opportunities for children to develop an interest in books and understand how stories are structured, for example, by providing books that they have made or that contain photographs of themselves

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

 explore ways of enhancing opportunities for children to choose resources independently and to recognise that words have a meaning, for example, by labelling boxes of toys, using words, pictures and symbols.

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who attend

The childminder provides a wide range of play experiences that covers all of the areas of learning. These meet children's needs very well. She has a good understanding of how children learn and develop and promotes their learning well through effective teaching. Therefore, children make good and consistent progress in readiness for school. The childminder obtains good information from parents about children's needs, interests and what they already know and can do when they first start. This helps the childminder assess children's starting points and plan activities that are of an interest to each child, to maximise their progress. The childminder consistently observes and assesses children's progress towards the early learning goals. She competently plans activities and outings that are well focused on meeting the identified learning priorities for each child. Parents are well informed of their children's learning because the childminder shares their

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who attend

development files and regularly discusses children's achievements and the areas of learning she is focusing on. This helps parents continue children's learning at home. The progress check for children aged between two and three years is also completed at an appropriate time. This helps the childminder identify any additional needs a child may have.

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who attend

The learning environment is well organised. However, many of the resources are stored in boxes that are not clearly labelled. This does not make the best use of opportunities to fully enhance children's understanding that words have a meaning and their ability to fully make choices about the resources, which are available. The childminder is extremely supportive of children's play and she is skilled at knowing how and when to intervene. This means that children are able to attempt things for themselves, knowing the childminder is on hand if they need help. For example, she observes children attempt to complete jigsaws puzzles and encourages them to test their ideas and to be persistent. However, she also provides the appropriate support, when necessary, to help children complete the task. Babies have opportunities to develop their finer muscle movements and find out how things work and happen as they press, slide and twist the levers on the pop-up toys. The

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who attend

childminder develops babies' awareness of number names as she counts each lever as it is turned. She differentiates activities to meet the different needs and abilities of the children present. For example, she encourages two-year-old children to count on their fingers up to five.

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who attend

The childminder promotes children's literacy skills well. Children enjoy books and they freely access them from the shelf. However, there is scope to further enhance children's interest in books and encourages their understanding of how stories are structured to further develop their literacy skills. The childminder reads children's favourite books with them and asks questions to help them to learn to predict what is going to happen. For example, she asks at a crucial part of the book, 'Who is going to come next?', 'Who has long ears?' and children guess accurately by saying, 'The rabbit'. Children's communication and language skills are enhanced effectively by the childminder. She talks with children throughout the activities, which helps young children link words to actions. More able children are engaged in conversations about what they are doing and what they plan to do. As a result, children practise their speaking skills readily throughout the activities.

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who attend

Babies physical skills are extended well. There are resources available to help them to pull themselves to a standing position and the childminder quickly provides further opportunities to help them to practise their walking skills.

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

The childminder offers a warm and welcoming home environment where children feel comfortable and secure. She is very sensitive to their needs and children readily go to her for a cuddle. In addition, she ensures that they have their comforters from home close by for added reassurance. She organises effective settling-in routines, which help her to get to know parents and children very well. Consequently, children develop strong bonds with the childminder. The childminder liaises closely with parents to help young children prepare for the next stage in their development. For example, she takes them to groups, so that they become familiar with new environments, in readiness for pre-school and their later move onto school. Children have their own coat pegs and photographs of them are displayed in the lounge. This effectively supports children's sense of belonging and feelings of being valued. The childminder makes effective use of her home as a learning environment. Children's

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

independence is effectively supported as they access their own towels in the bathroom. In addition, child-sized furniture is used to make activities more accessible. The childminder helps children to develop their understanding of how to be safe. They discuss how to keep safe on outings, for example, when they learn about road safety. Children develop a purposeful understanding of appropriate behaviour because the childminder provides consistent boundaries, with gentle reminders. For example, as they climb on the chairs she reminds them to sit on their bottoms, so that they do not fall. Children's self-esteem is developing well as the childminder praises their efforts and achievements. Reward stickers and 'high fives' are also used to reinforce positive behaviour. Children learn to manage risks as they play on large apparatus at the parks, which also builds their self-esteem and confidence in their own abilities.

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

Children learn about healthy lifestyles as they play. They manage sensible hygiene routines, such as washing their hands after visiting the bathroom. In addition, as they watch the childminder change the babies' nappies, they learn about ways to stop the spread of infection. For example, they learn why different wipes are used to clean the nappy mat and children's hands. Children then role play what they have observed and pretend to put on gloves, to stop their 'hands getting messy' as they change the doll's nappy. Children enjoy lots of outdoor play in the garden, which effectively promotes their development, especially for those children who learn better outdoors. The childminder makes good use of local venues, such as parks, to extend the options for outdoor play, so that children benefit from fresh air and exercise. Children enjoy healthy snacks and meals that include lots of fruit and vegetables. They discuss food with the childminder,

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

identifying those that are good for them and individual dietary needs are followed in accordance with parents' wishes. As a result, children's needs are met very well.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She implements them effectively and has all the required documentation in place. The childminder's records, policies and procedures are well maintained. This documentation contributes to the smooth running of her childcare provision and enables her to protect children well. The childminder has robust procedures for safeguarding children. She has completed relevant training, so she has a good understanding of what to do if she has a child protection concern. All adults in the home are also checked to further protect children. The childminder maintains a safe and secure environment. She successfully identifies and minimises hazards to the children on the premises and when on outings.

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provision

The childminder is keen to provide the best quality care and learning for children and strives to continually improve her practice. She is committed to continuing her professional development and she has plans to attend future relevant training courses. Since her last inspection, she has attained an early years qualification at level 3. In addition, she has also attended a multitude of other courses to enhance her practice and the welfare and progress of the children. The childminder robustly monitors and evaluates her provision. She does a full review annually and highlights her strengths and areas she wishes to develop. As a result, she sets appropriate targets to improve learning opportunities for the children. The childminder carefully monitors the educational programmes to ensure that children make good progress. She tracks children's development and quickly identifies any gaps in their learning. The childminder involves parents and children in her monitoring and

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provision

evaluation processes through discussions and questionnaires. She then acts on any comments made to enhance her provision.

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provision

The childminder works effectively with parents to meet the children's needs. She shares information about the children and her provision regularly through notices, discussions and children's daily diaries. Parents are very satisfied with the service that the childminder offers. They make comments, such as 'safe fun, loving and caring environment'. 'Individual needs are met very well'. 'Excellent service, reliable and extremely friendly'. Where necessary, the childminder works with agencies and parents to provide any additional care and support children's need to help them to achieve. The childminder also works closely with other early years settings that children attend, by sharing information about children's progress and the activities that they take part in. This further enhances children's continuity of care and learning.

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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 EY392092 Local authority Wakefield Inspection number 879143 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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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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