Childminder in KirkleesOfsted inspection, 8 Jul 2014

Inspection date

Previous inspection date 08/07/2014 01/05/2009

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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 quality of teaching is very good and stems from the childminder's detailed knowledge of how children learn. She provides a well-resourced and stimulating environment. Consequently, children are supported very well to make good progress in their learning.  Partnerships with parents are very robust, which means that there is a close and coordinated approach to children's development, resulting in children reaching their full potential.  The childminder places a high priority on supporting children to learn how to keep themselves safe. Their safety is further assured as the childminder has thorough knowledge of safeguarding procedures.  The childminder is very reflective and undertakes academic studies to further her understanding of how children learn, so that she can enrich her practice. She constantly challenges herself to make improvements to her setting.

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It is not yet outstanding because

 The childminder does not always give children sufficient time to work out for themselves the solutions to problems as they engage in their play.

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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 the childminder engaging in a range of indoor and outdoor play and learning activities, and daily care routines with the children.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector looked at children's assessment records and at their records of achievement. The inspector also reviewed planning documentation and at a range of other supporting documentation, including safeguarding procedures and suitability checks.  The inspector reviewed the childminder's self-evaluation form.

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Inspection activities

 The inspector also took account of the views of parents and children contained within feedback and reference letters obtained by the childminder.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two sons aged 12 and 10 years in the Salendine Nook area of Huddersfield. The whole of the childminder's home is used for childminding. The childminder has obtained a Foundation Degree in Early Years. There are currently 13 children on roll, of whom five are in the early years age group, six are aged between five and eight years and two are over eight years of age. Children attend for a variety of sessions. The childminder collects children from the local schools and pre-school. She is open all year round from 7am to 6pm, Monday to Friday, except for family holidays.

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

 enhance children's critical thinking abilities further, for example, by giving children more time to work out for themselves the solutions to problems as they engage in activities and play.

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who attend

The childminder has a very thorough knowledge of the Early Years Foundation Stage which she uses skilfully to help children make progress in their learning and development. She clearly enjoys spending time with the children in her care and this is combined with effective teaching to support their individual learning needs. She has adapted her own 'All about me' form so that she obtains very detailed information from parents when their children first start at the setting. She uses this information creatively to plan stimulating activities that are closely matched to children's special interests. The childminder supports children's language development extremely well as she engages in their play. For example, she speaks very clearly and directly to children. When the childminder uses more complex words, such as, 'narrow' or 'funnel', she enhances children's learning by explaining their meaning. The childminder talks constantly to children and she peppers her

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who attend

conversation with questions to them. However, on occasions the childminder provides an explanation before children have had sufficient time to answer. This means that some opportunities are missed for children to develop their problem solving skills.

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who attend

The childminder makes very effective use of the outdoor area, for example, children really enjoy the opportunity to take off their shoes and socks and explore the mud kitchen in their bare feet. Younger children delight in squelching soil and water and 'have a go' at making mud pies, learning about new sensations while learning new words that relate to the natural world. The childminder supports children skilfully with learning more about numbers and counting as they collect pebbles to be the cherries on the mud pies. Older children find out about how water pours and flows through funnels and tunnels and learn about liquids and solids during their adventures. They help the childminder as she unblocks one of the pipes that is silted up with stones, which supports their understanding of ideas, such as 'bigger' and 'smaller'. Children's physical development is enhanced as they walk daily to the local school with the childminder and they regularly visit the local

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who attend

bicycle park. This supports children with learning how to balance and develop their coordination abilities. As a result, children show sustained interest and concentration in activities and are gaining skills in readiness for their next stage in learning.

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who attend

The childminder notes regularly what children can do and uses this information to assess their development so that she is able to plan purposeful and stimulating activities. She also takes videos of the children, which enables her to precisely review children's progress. The childminder brings this information together within children's individual record of achievement files, which contain a wealth of photographs and artwork alongside her observational notes. The childminder shows these files and videos to parents. This enables parents to see the progress their children are making and to be closely involved in their children's learning. Parents contribute their own comments regarding what children have been learning at home. The childminder also ensures that parents are fully involved in the progress check for children between the ages of two and three years because she completes this jointly with parents. This two-way flow of information ensures

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who attend

comprehensively that children receive high quality learning experiences while in the care of the childminder.

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

Children are supported very effectively to feel comfortable in the care of the childminder because she has robust settling-in procedures. For example, she encourages parents to stay with their children for a number of visits before leaving them in her care. Young children that are new to her setting keep a close watch on what the childminder is doing and the childminder is very sensitive to their needs for reassurance. She picks them up and talks to them about what is going on and what will happen next so that children know what to expect and learn to feel secure with the routine. Children show how quickly they adapt to their new environment and bond with the childminder as they respond with smiles and giggles.

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

The childminder places a high priority in supporting children to keep themselves safe while at her setting and when out on trips. For example, she reminds them not to run on the stairs and explains to them why. She talks to young children about the importance of holding on to the buggy when they are walking to school. The childminder encourages children to help clear up when they have finished a game. This helps them learn to keep the area where they play free from potential hazards and gives them more space to have fun in their next chosen activity. The childminder regularly practices fire evacuation procedures with children and she has a child-friendly fire exit sign clearly displayed on her back door. These practices mean that children are well prepared for what to do in the event of an emergency and are learning how to understand and manage risks. Children learn about healthy living because the childminder provides them with a balanced

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

diet of home-cooked foods that includes lots of fresh fruit. Children learn to be independent and help themselves to water. The childminder supports children with learning about simple personal hygiene. For example, she asks children to wash their own hands and faces and encourages children to go and check in a child-height mirror to see if their faces are clean. Clear routines for nappy changing help to prevent the spread of infection.

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

The child minder acts as a very effective role model and she offers children lots of praise which instills in them a true sense of pride in their achievements. She is also very clear regarding the standards of behaviour she expects from children and supports them well with learning to understand these. For example, she encourages children to take turns and share with each other. Children respond well to the positive support that the childminder provides and play very well together. The childminder is quick to pick up when children need additional support with managing their behaviour and she talks to them gently about their feelings. She involves parents so that they jointly agree the best way to meet their child's individual needs.

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

The well-resourced indoor and outdoor environments provide children with many opportunities to explore and follow their own interests. For example, children choose their own books for the childminder to read to them. They enjoy each other's company and the closeness of sitting together on the floor. They join in by making loud animal noises at appropriate points in a much-loved story. Children are very well prepared emotionally for their next stage of learning as the childminder talks to them about what their next school or pre-school is like. This supports them to become familiar with their new routines before they move on from her care.

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provision

The childminder is fully aware of her responsibilities to meet the requirements of the Early Years Foundation Stage. She monitors children's progress closely and as a result, children are making very good progress in their development and learning. Children are effectively safeguarded as the childminder has undertaken further training which has given her an extremely good understanding of the signs and symptoms of abuse. She keeps the phone numbers of those to contact safe should she have any concerns. Comprehensive safeguarding and health and safety policies are in place and procedures to ensure children's well-being are very good. The childminder has a current paediatric first-aid qualification, which she ensures that she updates every three years. Children are further safeguarded as the childminder's home is very well maintained, safe and secure and doors are locked at all times. All visitors must be signed in and out of the childminder's home

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provision

when minded children are present and children are never left unsupervised with any adult who has not been checked for their suitability. These measures ensure that children are safeguarded very effectively while in the care of the childminder.

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provision

The childminder is very reflective in her practice and has undertaken an extremely detailed self-evaluation. She talks to parents on an ongoing basis to share ideas and undertakes specific consultations in respect of any significant changes in her provision, such as making improvements in the outdoor environment. She is passionate about her childminding business and works extremely hard to ensure that the care she provides to children is of a very high standard. The childminder recognises the importance of keeping up-to-date in her professional development in order to inform her practice. She has obtained a Foundation Degree in Early Years and is about to return to study to achieve a full honours degree. These studies assist the childminder in providing a welcoming, safe and stimulating environment for the children in her care.

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provision

The childminder is well established within her local community and knows where to go for additional specialist support for children, should this be required. Children are very well prepared to move on to other settings as the childminder shares information about their progress with local schools and pre-schools. Parents state that they appreciate the high- quality care that she provides and that their children wish to keep in touch with her after they have left her care.

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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 EY385993 Local authority Kirklees Inspection number 878953 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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