Childminder in Wakefield

Inspection date

Previous inspection date 09/07/2014 29/06/2010

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early years provision

This inspection: 2 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 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 a good understanding of her role in protecting children. She is confident in her ability to take appropriate action to ensure children are protected from abuse or neglect. As a result, children are kept safe from harm.  The childminder makes accurate assessments of children's progress and correctly identifies their next steps in learning. She uses this information to plan effectively for their individual learning needs. As a result, children make good progress across all areas of learning.  The childminder has good teaching skills and she provides a wide range of activities that challenge and interest children. This results in children being motivated learners.

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It is not yet outstanding because

 There is scope to build further on the partnerships with parents so that they become more highly involved in working together.  There is a slight inconsistency in promoting high levels of hygiene and children's understanding of their personal health needs around hand washing when younger children's nappies are changed.

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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 indoors and the outside learning environment.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessment records and the planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and reviewed her self-evaluation form.

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Inspection activities

 The inspector took account of information included in the setting's own parent and child questionnaires.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged 10 and five years in Pontefract. The whole ground floor of the house and the rear garden are used for childminding. The family has a guinea pig and fish as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently nine children on roll, six of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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

 enhance the opportunities for parents to become more involved in contributing to their children's progress record, so that children fully benefit from a shared understanding and common approach to supporting their progress

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

 enhance younger children's growing sense of concern for their own personal hygiene and care. For example, by routinely washing children's hands after changing their nappies and talking to them about the importance of keeping themselves clean.

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who attend

The childminder has robust systems in place that enable her to make accurate assessments of children's progress and help her to correctly identify their next steps in learning. The childminder makes very good use of this information to plan effectively for children's individual learning needs. The childminder plans a good range of activities that children find interesting and challenging. As a result, children are well motivated and make good progress across all areas of learning. The resources provided are developmentally appropriate. They are well presented and children are able to select them for themselves. For example, they are stored in boxes with written and picture labels displayed on the front. This promotes children's choice as they gradually take control of their own learning. Consequently, children are well prepared for their next stage in learning, such as school. When supporting children with special educational needs and/or disabilities, she works

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who attend

very well with parents, other professionals or external agencies involved in children's care. She contributes to all meetings and shares good information to ensure any individual learning plans incorporate the views of everyone involved. Therefore, effective measures are in place to ensure children make good progress, given their starting points. However, systems to support parents to share what they know about their children's achievements at home are less effective. This means that the childminder does not always have a comprehensive picture of what children can do at home that she can build on, so that children can make rapid progress.

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who attend

The quality of teaching is good. The childminder knows what children can do and she carefully observes them in play. The childminder times her interventions exceptionally well and makes good use of language and questions to aid children's learning. For example, children find a ball and the childminder exclaims, 'wow that's a big ball' and asks, 'where is the small ball?'. Children explore a foil blanket and the childminder encourages them to pat it down and shake it as she brings their attention to the sound it makes. Children select items from a basket and she extends their exploratory nature as she encourages them to hide the items under the foil. The childminder narrates what they are doing and introduces simple words into the conversation. For example, she says, 'up and down' and 'cover it over'. Children learn how to make things work by pushing a button so that soft balls jump out. They bring books to the childminder and she skilfully introduces simple

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who attend

counting as she encourages them to count how many they have brought. Children's interest in books is evident as the childminder sits close and encourages them to look at the illustrations and repeat animal sounds. The childminder asks children if they have finished with the story and they shake their head. This shows that children are developing their confidence to make their own decisions. As a result, children are developing good listening and speaking skills.

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who attend

The childminder helps children to make a dough mixture. She talks to them about how soft the dough feels and encourages them to smell it. They use a range of tools to experiment with the dough, such as rollers and cutters. This encourages children to explore different textures and materials, and teaches them how to use tools safely. Children are very proud of their work and happily receive praise from the childminder. This promotes children's self-esteem. The childminder supports children's early counting and reading skills while outside. For example, she displays coloured letters and numbers to encourage children to name and recognise them during play. The childminder effectively promotes children's physical skills by encouraging them to be active. Children enjoy walks in the local community, and they visit local parks and farms. They learn to climb safely on haystacks and use large outdoor equipment, such as a trampoline and slide. Children visit

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who attend

local playgroups and join in activities at the local children's centre. As a result, children are learning to share experiences. This promotes their personal, social and emotional development.

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

Children's health and well-being are promoted well. The childminder promotes the benefit of fresh air and exercise. Children are provided a healthy and nutritious diet that meets their needs. As a result, children eat healthily. Overall, children learn about the reasons for good hygiene practice. For example, they routinely wash their hands throughout the day after using the toilet and before meals. The childminder explains to them why they need to wash their hands, and children make posters that promote good hygiene practice. However, there is some slight inconsistency when supporting younger children in developing their understanding of good hygiene practice. For example, the childminder does not always wash the hands of younger children after changing their nappy. Therefore, she is not always maximising all opportunities to support children with developing a high level of understanding of their own personal needs and hygiene during

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

their similar experiences and routines. The childminder promotes the benefit of fresh air and exercise. Children's individual health and dietary requirements are discussed and agreed with parents. As a result, children eat healthily.

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

The childminder provides an environment that promotes children's independence and choice. For example, children are able to explore their environment and select suitable resources independently and safely. The childminder teaches children how to manage risks through their daily routine and activities. For example, as children independently access the trampoline, she explains to them why they need to fasten the safety net. This helps children behave in ways that are safe for themselves and others. The childminder has clear expectations for good behaviour and she provides activities and play opportunities that help children to learn how to share and take turns. As a result, children are well behaved and learn to work together. This helps to prepare children emotionally for their next learning environment, such as school.

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

The childminder's settling-in process enables her to obtain clear information from parents about their children's individual care needs and home routines. She also encourages parents to visit with their children before leaving them, to help them develop a relationship with her and her family. As a result, children's onward transition from home into her setting is managed very well. Consequently, parents are confident to leave their children in her care, and children settle quickly.

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provision

The childminder has a good understanding of her role in protecting children. She is confident in her ability to take appropriate action to ensure children are protected from abuse or neglect. All required documentation is in place. The childminder carries out robust risk assessments, which are clearly recorded, dated and signed. The childminder supervises children very well. The home is secure and visitors are never left alone with children. As a result, children are kept safe.

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provision

The childminder has a good understanding of children's learning and development. This helps her to successfully evaluate the quality of her provision and its impact on children. Consequently, the childminder has a clear action plan aimed at continuous improvement. This includes improving her skills in sign language and increasing the opportunities she already provides for children to plant and nurture vegetables and flowers. Since her last inspection, the childminder has continued to make improvements. For example, she has made good use of labels on boxes of resources. As a result, children learn that print carries meaning. The childminder evaluates the impact of activities and play opportunities on children's learning and development. As a result, she ensures that children are consistently well challenged.

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provision

The childminder has good working partnerships with other professionals and outside agencies. As a result, children are their families are well supported. The childminder completes the progress check for children between the ages of two and three years in a timely fashion. This ensures that early intervention is sought when necessary. Consequently, children's progress is carefully monitored and the childminder is well placed to address any gaps in their learning. The childminder has good partnerships with parents. She generally keeps them up to date with their children's 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 EY401529 Local authority Wakefield Inspection number 956447 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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