Childminder in Wakefield

Inspection date

Previous inspection date 25/07/2014 27/10/2008

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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 provides a wide range of activities and resources for children. As a result, children are busy, engaged and enthusiastic learners.  The childminder is actively involved in children's play and challenges them through her positive interactions and questioning, so that they make good progress in their learning.  The childminder effectively promotes children's health through everyday hygiene routines and by providing children with good opportunities to play outdoors in the fresh air.  The childminder has a secure understanding of her responsibilities in safeguarding children and this contributes to her keeping children safe and protected from harm.  The childminder makes good use of training to promote a programme of professional development. She uses the information from training to improve her practice and this promotes positive outcomes for children.

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It is not yet outstanding because

 Parents' involvement in their children's initial assessments are not yet highly successful.  The childminder is not always using her children's progress records to maximum effect to ensure her assessments are consistently precise and sharply focused to support changes in children's 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 living room and the outside learning environment.  The inspector conducted a joint observation with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder and of the suitability of household members.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from information included in the childminder's documentation.

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Information about the setting

The childminder first registered in 1995 until 2001 and then re-registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, adult daughter and teenage daughter in Glasshoughton, Castleford. The whole of the first floor, second floor bathroom and garden are used for childminding. The childminder has a dog, cat and three fish as pets. The childminder visits the shops, park and other places of interest with children on a regular basis. She takes and collects children from local schools, nursery and pre-schools. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder is able to receive funding for the provision of free early education for two-, three- and four-year-old children. The childminding provision operates all year round from 8am to 5pm, Monday to Friday, except bank holidays and family

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

 expand the successful partnerships with parents further by promoting a more effective and common approach to supporting children in making the maximum progress they can, for example, by seeking more detailed and comprehensive information from parents about children's starting points during initial assessments

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

 make the most of children's progress records, so that assessments are consistently precise and sharply focused to swiftly help identify any changes in children's learning, for example, by accurately dating all assessments and progress reviews.

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who attend

The childminder has a secure understanding of how young children learn and develop, which means the quality of teaching is good. The childminder is actively involved in children's play and she uses this time to skilfully encourage, question and challenge children in their learning and development. For instance, during sticking activities, she talks to young children about the different shapes and colours they are using. This supports young children's development in mathematics. The childminder's positive interactions with children also effectively promote children's communication and language development. The childminder makes good use of books, props and puppets to encourage children to use language during play. For example, children are eager to talk about the ducks, mouse and clock that they use when singing songs. Children enjoy mark-making activities, such as drawing and chalking, which supports young children's development in

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who attend

literacy. The childminder regularly observes children and she uses the information from these observations to track children's progress, so that she effectively plans for their next steps in learning. Overall, these arrangements support children in making good progress in their learning and readiness for school. However, the childminder is not always consistently dating her progress records and reviews, when she identifies changes in children's learning, such as possible regression. Therefore, she does not always have a clear point of reference in her assessments when the changes start to occur.

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who attend

Children have good opportunities to make safe and independent choices in their play. The childminder provides a wide range of activities and resources. As a result, children are busy, engaged and enthusiastic learners. For example, children thoroughly enjoy playing outdoors, splashing in the water and filling containers to water the plants, eagerly asking for more water. This level of engagement means that children are eager to try new things and they persevere with tasks because they make their own choices in play. Children access a good range of activities that effectively promotes their development in understanding the world. Children go on regular walks and outings, they explore nature and talk about people who live and work in their community. Children use their imagination, for instance, older children enjoy playing with the small world road, trains and farms. In addition, younger children enjoy exploring different textures, such as, paint,

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who attend

sand, water, art and craft materials as a way to express their own ideas and creativity. These activities effectively promote children's development in expressive arts and design.

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who attend

The childminder has good relationships with parents. She maintains written records of children's observations, assessments and progress reviews, including a progress check for children aged between two and three years. She routinely shares these with parents so they are well informed about their child's learning and development. However, parents' involvement in their children's initial assessments is not highly successful. This is because although the childminder gathers some information from parents on entry, it is more around children's care, personal, social and emotional development. This information is less comprehensive around children's starting points, progress, skills and abilities in other areas. Parents know what to expect from the service through their open discussions with the childminder and through a number of written policies and procedures.

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

The childminder has good relationships with children. She makes good use of settling-in visits to gradually build up the time children stay with her, so that they become confident and familiar in their new surroundings. The childminder uses this time to discuss care arrangements with parents, so that she promotes continuity for children. These effective arrangements, information sharing and close relationships, contribute to children feeling safe and emotionally secure in the childminder's care. This positively influences children's personal, social and emotional development, which supports them in embracing their future learning. For example, the childminder encourages children to be independent and confident learners, which means they have the self-assurance to embrace change.

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

Children have a good understanding of the importance of leading a healthy lifestyle. The childminder makes good use of everyday routines, such as hand washing to support children in adopting good personal hygiene practices and self-care skills. In addition, through activities, such as making body models, children learn about how the different body parts keep them healthy and strong. The childminder provides healthy snacks to supplement the meals parents provide. During mealtimes, she talks to children about their healthy diet and the good choices they are making to help them understand the benefits of eating well. Children have good opportunities to play outdoors, so that they engage in physical activities and enjoy the health benefits of playing in the fresh air. Children enjoy playing in the garden, going on walks and visiting the park. These experiences promote children's physical development because they have plenty of opportunities to kick balls,

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

The childminder's approach to managing children's behaviour is good. She provides consistent boundaries, routines and clear explanations, so that children learn to be kind to others, share and take turns. As a result, children behave well and they have cooperative and positive relationships with others. The childminder makes good use of praise to celebrate children's achievements and she recognises and values their contributions by displaying children's work around the home. This provides a sense of belonging for children and promotes their high self-esteem and confidence. Children have a good understanding of how they can keep themselves safe. They adhere to good road safety procedures when on outings and walks and the childminder reminds them about how to play safely with the toys.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She regularly accesses safeguarding training and implements up-to-date procedures to ensure she protects children from harm. She has a good awareness of the possible signs of abuse and neglect and she fully understands the procedures for reporting concerns to appropriate agencies. This knowledge and understanding of child protection issues, contributes to the childminder protecting children from harm. The childminder provides a safe learning environment for children to play. She is able to do this effectively because she supervises children's play, carries out regular safety checks and risk assessments. Therefore, good precautions are in place to reduce hazards and risks for children. In addition, the childminder maintains and implements a number of written policies and procedures that

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provision

contribute to keeping children safe. This includes policies and records relating to risk assessments, lost or uncollected children and accurate recording of children's attendance. By maintaining these policies, procedures and documentation, the childminder has successfully addressed areas raised at her last inspection.

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provision

The childminder fully understands the importance of monitoring and evaluating her service and practice, so that she makes future improvements to promote positive outcomes for children. The childminder makes good use of self-evaluation to help her identify her strengths and areas for improvement. In addition, she uses a 'coloured sticker' system to effectively monitor that her planning covers all areas of learning. The childminder makes good use of training to promote a programme of professional development. Since the last inspection, the childminder has completed a recognised early years qualification at level 3. She makes good use of the ideas gained on this training to improve her practice and personal effectiveness. For example, because of the training, she has a greater understanding of what children learn from certain activities and how this supports their learning and development. Therefore, the childminder is supporting children in making

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provision

good progress through purposeful, fun and exciting experiences.

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provision

The childminder welcomes any feedback from parents in regard to improving her service and comments from parents are positive. Parents say their children are happy and that they always have access to a wide range of activities. The childminder understands the importance of working with other settings children attend, such as school or nursery. She talks to parents about children's experiences in nursery, so that she can support and plan continuity in children's learning. The childminder recognises the necessity of working in partnership with other professionals or external agencies if children need additional support or help. This enables her to support all children in their learning because she promptly addresses children's individual needs.

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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 EY254526 Local authority Wakefield Inspection number 872631 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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