Childminder in Kirklees

Inspection date

Previous inspection date 13/08/2014 12/04/2011

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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 uses skilful teaching methods that support children to make good progress in all aspects of their learning and development.  Children enjoy their play and learning because they choose freely from a wide range of resources and activities.  Children are protected from harm because the childminder demonstrates a good understanding of her responsibilities with regard to safeguarding and child protection.  Partnerships with parents are strong because the childminder uses a wide range of effective methods to ensure a two-way flow of communication.  The childminder completes accurate self-evaluations on the service she provides and clearly identifies her strengths and areas for development. She is committed to updating her professional knowledge and improving her service.

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It is not yet outstanding because

 The childminder does not seize all opportunities to stimulate children's interest in reading.  The childminder does not fully maximise opportunities for young children to develop their language as she does not always use the correct words for objects.

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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 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 learning journals, assessment records, home books and communication diaries.

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Inspection activities

 The inspector reviewed a range of other supporting documentation, including the childminder's self-evaluation form, risk assessments and safeguarding procedures.

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Inspection activities

 The inspector also took account of the views of parents spoken to on the day of the inspection and contained within a questionnaire issued by 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. She lives with her four-year-old daughter in Lepton, Huddersfield and is within easy reach of parks, schools and community resources. The whole of the ground floor area is used for childminding. The childminder has obtained a childcare qualification at level 3. There are currently five on roll, all of whom are in the early years age group. Children attend for a variety of sessions. The childminder collects children from the local schools and pre-school. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for family holidays.

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

 stimulate children's love of reading by ensuring that the good stock of books are easily seen and frequently used

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

 enhance opportunities for young children to develop language further, for example, by always using the correct word for objects, such as fire engine and banana.

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who attend

The childminder has a thorough understanding of how young children learn. She combines this with her detailed knowledge of the children in her care to teach them effectively. She organises activities, resources and the environment individually for each child, based on her observations of their interests and development needs. This ensures that children receive learning that is tailored to their needs and that they enjoy. They achieve well because planning is very much child-led. They benefit from a good range of play-based experiences that challenge them to engage and find things out for themselves. The childminder encourages children to choose what to play with and they select favourite activities from the wide selection on offer, leading their play according to their interests. For example, children choose to draw and colour in, developing their skills in using pens and pencils. Younger ones join in and concentrate hard as they copy what older children

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who attend

are doing. The childminder provides constant praise for their efforts. This means children are gaining in confidence to become independent learners. Consequently, they are well prepared for their next stage of learning.

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who attend

There is a good selection of books stored in a cupboard that children can reach readily. However, because books are not in easy view, there are occasions when children do not independently get these out. The childminder does not always provide children with gentle prompts that they can read together. Therefore, some opportunities to extend children's literacy skills through learning to love and read books are lost. Nevertheless, the childminder supports children's learning well. She uses their everyday play to teach them effectively about the world. For example, she sings action songs together with them and children delight in joining in with various animal noises. They jump up and down together, flapping their arms when the words of the song instruct them to do so, which supports their physical development. They sing number rhymes together, which supports young children's familiarity with counting. As a result, children make good progress in their

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who attend

learning and development. The childminder promotes children's language through labelling and encouraging their knowledge of first words. This helps them to consolidate their understanding and build on what they already know and can do. Children's communication skills are encouraged and the childminder speaks to children constantly about what they are doing. She gets down to their height and looks at them directly as she repeats back to younger children what they have said or introduces new words. However, the childminder sometimes uses words, such as 'nee-naw' or 'nanna', to describe objects rather than the correct words fire engine and banana. This means that she misses some opportunities to enhance young children's language development.

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who attend

The childminder has strong relationships with parents and gathers helpful information about their starting points for learning. She uses this well to provide activities that build on what children can already do. The childminder values children's learning in the home environment and enhances this in her setting. For example, she has introduced 'home books', where parents can write their own comments about what children have been doing. This enables her to provide continuity and build on children's learning at home. The childminder has implemented the required progress check for children between the ages of two and three years and shares these with parents, to support their understanding of whether their children's learning is developmentally appropriate. She uses written observations and annotated photographs of children's play to document what activities they have taken part in. She regularly tracks children's progress in their learning and

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who attend

shares this information well with parents, so that they are fully aware of the progress that their children are making while in her care. She uses this information to highlight any gaps in learning and knows how to to seek additional support if required.

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

The childminder provides a nurturing, homely and caring environment, where children thrive in her company. She gives young children high levels of support, so they form a secure emotional attachment with her, enabling them to feel very settled in her care. The constant interaction between the childminder and children ensures that they all form a positive and trusting relationship with each other. The childminder obtains highly relevant information from parents about children's interests and routines when they first start at the setting. Parents can choose to bring their own food, which helps young children to feel familiar and comfortable from the outset. Children benefit from a well-organised home, with lots of space indoors and out where they can safely play. The childminder rotates the toys to retain children's interest and involves them in making choices about what is available. This promotes their independence and decision making skills. Children follow a

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

familiar routine during the day, which helps them feel safe and secure. During term-times, they visit local toddler groups together with the childminder, which provides them with additional opportunities to learn and play with and alongside other children. Consequently, they are acquiring good social skills. This will help them to be confident when they move on to nursery and school. Regular visits to the park provide opportunities for children to have fresh air and exercise on large play equipment. The childminder teaches children about safety as they walk in the community during their trips out.

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

The childminder encourages young children to be independent where possible, for example, as they learn to put on their own coats and shoes. She implements good hygiene practices to help minimise the risks of infection. For example, she is meticulous in her nappy-changing routines, taking care that babies are kept safe and occupied while changing the nappies of older toddlers. She wears gloves and disposes of nappies safely. She washes her hands with antiseptic gel afterwards and encourages toddlers to copy her. She provides nutritious home cooked meals, such as pasta in tomato sauce. The childminder provides snacks of fresh fruit, which helps children to make healthy choices about food.

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

The childminder is a good role model and she treats children with respect at all times. Children receive lots of praise to support their persistence and efforts. This means they become confident in their own abilities and are willing to have a go, which supports effective learning. She promotes children's self-esteem through attention and praise, and supports them to develop good behaviour by encouraging them to play alongside each other and share their toys. The childminder uses simple explanations to help children understand the consequences of their actions. She explains it is important not to snatch toys, but to take turns. The childminder is skilful in motivating and maintaining the interests of different ages of babies and children because she knows each one very well. As a result, children play happily together and their behaviour is consistently good.

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provision

The childminder has a clear understanding of her responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has all the necessary documentation in place, which she shares with parents. The childminder obtains detailed information from parents as to who is permitted to pick up children at the end of the day and would not allow anyone to collect a child without clear parental consent. The childminder has recently attended child protection training and has a good understanding of child protection procedures. This means that she is aware of the correct procedures to follow, should she need to make a referral to help protect children from harm. She undertakes effective risk assessments to support children's safety while in her setting and on trips out into the community. She stores important contact information on her mobile phone so that it is readily to hand in the event of an emergency. She keeps the external

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provision

doors to her setting locked at all times, with a key close by to enable a speedy exit if needed. The childminder practises regular fire evacuations together with children. Therefore, children's safety is effectively promoted while in the care of the childminder. The childminder uses accurate assessments of children's development to target individualised next steps for children's learning. She monitors children's progress and ensures the educational programme challenges their development in all areas of their learning. Partnerships with parents are strong and home learning is supported well and valued. Parents are aware of the good progress children are making towards the early learning goals. Parents state they are pleased with the care provided by the childminder. They comment that they like the information that she shares with them and that they are confident that their children receive high quality experiences.

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provision

The childminder effectively evaluates the service she provides and develops her knowledge of early years practice through undertaking further qualifications. She recently achieved a level 3 diploma for the children and young people's workforce. She asks parents for their views and reviews children's activities and routines to decide on areas for development. Future training is identified, such as a course in planning and observation, and she has renewed her first-aid certificate. She seeks the views of the local authority advisers to support her practice. This all demonstrates a good commitment to professional development and enables her to raise children's achievements. The childminder works effectively with other settings where children attend. For example, she shares her learning journals with the local pre-school so that they gain an understanding of children's individual progress and development.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY417926 Local authority Kirklees Inspection number 879944 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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