Childminder in Kirklees

Inspection date

Previous inspection date 23/07/2014 29/06/2011

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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 knows all the children well and plans good activities and experiences which they thoroughly enjoy and which effectively promotes their individual learning.  The childminder has a good awareness of how young children learn and this contributes towards the good progress children make in relation to their starting points.  Children settle well in the childminder's care and gain in confidence because of the good relationships developing with him.  The childminder has a good understanding about promoting children's safety and provides a safe, stimulating environment for children to play in. Safeguarding procedures are secure. As a result, children are well-cared for and protected.  Relationships with parents are good. Daily discussions keep parents and the childminder fully informed about the children's recent experiences and events.

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It is not yet outstanding because

 Snack time is arranged in a big group at a specified time and this means that children are taken away from play to have their snack.  Children are less likely to access the book area during free play because the books are not stored attractively.

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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 outdoors.  The inspector spoke to the children during free play.

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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 took account of the views of parents and carers spoken to on the day.  The inspector checked the suitability and qualifications of the childminder.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He works with two co- childminders and assistants. He lives with his wife, two adult children and his wife's father, in a detached house in Mirfield, West Yorkshire. The whole of the ground floor of the home is used for childminding, except for the family bathroom. Access to the provision is at the rear of the house. The garden is used for outdoor play. The family has two pet dogs and one chicken. The childminder visits the shops and park on a regular basis. He collects children from the local schools, nursery and pre-schools. There are currently 28 children on roll, of whom 25 are in the early years age group and attend for a variety of sessions. The childminder operates all year round, except bank holidays. He provides funded early education for two-, three- and four-year-olds. The childminder is currently working

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Information about the setting

towards 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 enjoy uninterrupted play, for example, by introducing a cafe style snack time, allowing children to go for their snack when they want to

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

 enhance the opportunities for pre-school children to enjoy looking at books, for example, by making the book area more interesting and attractive to them. Use books in all areas of the nursery, for example, to include recipe books in the home- corner.

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who attend

The childminder has a good understanding of the seven areas of learning to fully support all children's learning and development. Successful monitoring of these ensures that all aspects are included effectively. He plans well to meet children's individual needs and involves parents in their learning and development. Individual learning files are in place for all children. These include photographs, observations and assessments. These are all linked to the areas of learning and are used to identify the next steps in each child's development. The childminder works well in partnership with parents. Sharing information and the children's learning files ensures that parents stay involved in their child's learning. Assessment is used effectively to plan for their next steps in learning and as a result, the childminder includes suitable activities, experiences and challenges. The childminder speaks to children constantly about what they are doing, talking

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who attend

expressively to them as a matter of routine. He encourages children to extend their vocabulary through questioning and explanation as they gain confidence in constructing sentences. Babies and toddlers begin to babble and will explore new sounds. The childminder pays attention to the messages children are sending verbally and nonverbally and responds appropriately. The childminder reads books with the children and talks about what they see. Therefore, children develop an interest in books. However, there is scope to enhance the book area to ensure it is attractive and accessible to all children. Children are provided with lots of opportunities to understand the world. They grow their own vegetables in the garden and help prepare and eat the produce. This helps children develop an understanding about growth, decay and changes over time. Children have lots of opportunities to be creative and explore natural materials. They express their thoughts

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who attend

and ideas as they use the glue and explore new concepts as they play with the sand.

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who attend

The childminder regularly takes children to the park and local community soft play area. These outings help them learn to socialise with other children. He provides children with multicultural resources, to help their growing awareness of similarities and differences between themselves and others. The childminder broadens children's experiences well, for example, going out to visit the woods where they observe differences in nature and wildlife. The childminder provides many interactive toys that younger children learn how to turn on and off to see how they work. This aids their understanding of early technology, as well as teaching repetitive words, sounds and numbers. All these activities help children gain useful skills ready for the next stage in their learning.

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

Children form a strong bond with the childminder and his assistants and share warm interactions with them. There is an effective key-person system in place that ensures that all children's needs are met well. This supports their emotional and physical well-being and promotes their confidence and self-esteem as they feel valued. They are very 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 a smooth transition into the childminder's care because they feel safe and at home with him.

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

Children's behaviour is very good because the childminder is a good role model. He is caring and responsive to children's needs and feelings. He uses praise and encouragement to boost their self-esteem and self-confidence. Effective house rules, such as, playing nicely together, saying sorry and using good manners, are well-embedded in practice. The children are very happy being with the childminder. 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

Children enjoy nutritious, healthy snacks, such as fruit and vegetables. Lunch time is a social time where children and adults sit together freely talking about their own experiences whilst enjoying a wholesome meal. Snack time provides children with choices and allows them to serve themselves. However, children are put into a big group at a set time each session to go for snack. As a result, children's play is interrupted to have a snack they may not choose to have yet. The childminder teaches the children how to keep themselves safe, through engaging them in conversation about road safety and practising the fire drill so that they know how to evacuate the premises quickly and safely. The childminder and adults remind children of how to handle tools, forks and knives safely as they play. The childminder encourages children to explore natural materials and have real life experiences. Children are well prepared for their next stage in learning and for their

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

future learning. This is because children learn positive skills and attitudes to exploring and learning, building friendships and their self-care.

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provision

The childminder, two co-minders and their assistant are pro-active and passionate about childcare. Their energy is infectious, which has a very positive impact on each other, children and parents. The childminder has a good understanding of the learning and development and the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder has a good understanding of child protection issues and is aware of the reporting procedure to follow in the event of a concern. This helps to ensure that children remain safe and that they feel secure in the childminder's care. There is a clear policy in place to inform practice, including the necessary details to refer any concerns to the appropriate agency. Recruitment systems are good and help to ensure adults are suitable to work with children. All adults are suitably vetted to work with children and receive a full induction so that they are aware of the vision and expectations

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provision

of the setting. The childminder has completed risk assessments on his home, garden, and for any outings that he takes with the children to help him identify any potential risks.

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provision

The childminder, two co-minders and their assistant evaluate their practice and develop future plans to concentrate on improving learning outcomes for children. They all have a good awareness of their individual strengths and bring these together to ensure children are getting quality childcare in the setting. The self-evaluation system includes parent's, carers and children's views. For example, children are asked how to improve the outdoor area and what they would like in there. Regular supervision and appraisals promote the professional development of all those working in the setting. Staff have good access to training through the local authority to support their ongoing personal development, which in turn benefits the children. The childminder monitors children's progress well and has a strong awareness of their abilities and skills. The well-thought-out planning helps ensure that they cover each area of learning with adult-led activities or provides available

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provision

resources to support children to initiate their own learning.

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provision

The childminder works well with parents and gathers their views about the service he provides through verbal and written feedback. Daily diaries help parents to share what they do at home and the childminder takes account of this and incorporates these interests into his planning. The childminder fully understands the importance of working with other professionals to enhance learning opportunities. He has established links with local agencies and the local school to ensure continuity of care and learning for all children. The childminder does not currently care for children with special educational needs. However, he has a good understanding of the need to work in partnership with other professionals, should the need arise.

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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 EY417519 Local authority Kirklees Inspection number 851843 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 28

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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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