Childminder in Wakefield

Inspection date

Previous inspection date 05/09/2014 27/11/2008

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder is very highly skilled in her teaching methods. She engages children in a very natural way and understands their play, enabling her to use their curiosity so that they are constantly learning new things about the world around them. As a result, children are tremendously enthusiastic in their play and learning and make rapid progress while in her care.  The childminder's assessments of children's stage of development are precise, highly effective and flexible planning is in place to meet children's individual learning, including utilising information from other settings and parents. Teaching is therefore outstanding.  Children are emotionally secure, happy and content in the childminder's care. There is an excellent focus on play and learning in the outdoor environment. All children explore and investigate outdoors with enthusiasm and excitement; this helps them to develop new skills, make decisions and become active learners.

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This provision is outstanding

 The childminder develops strong, trusting relationships with parents, who appreciate enormously the many varied ways in which she involves them. As a result, there is a highly effective joint approach towards supporting children's learning and development.  Children are superbly safeguarded as the childminder has an extensive knowledge of how to protect children from harm and underpins practice with a detailed and clear safeguarding policy. As a result, children's welfare and safety is promoted.

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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 outdoor environment and in the playroom.

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Inspection activities

 The inspector held discussions with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector took into account the views of parents from information included in a parent survey and how this supports the childminder's self-evaluation.

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Inspection activities

 The inspector sampled children's assessment records and discussed with the childminder how this informs planning for children's next steps in their learning and development.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, qualifications, risk assessments, policies and procedures, including the complaints procedure and the safeguarding policy.

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Information about the setting

The childminder was registered in 1997 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in the Morley area of Leeds. The childminder uses the playroom in the dormer on the first floor of her home, the open space on the ground floor and an enclosed rear garden for childminding. The family has a dog as a pet. The childminder attends local toddler groups and activities at the local children's centre. The childminder collects children from local schools and pre- schools. There is currently 11 children on roll, of whom seven are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance children's excellent recognition of print in the outdoor environment, for example, by continually displaying pictures with text and labels so children know what plants they are growing, and the names of insects, to further extend their curiosity and early literacy skills.

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who attend

The childminder has an excellent understanding of the learning and development requirements of the Early Years Foundation Stage. She engages with children in a natural way, which develops their curiosity of the world around them. For example, the children discover some spiders in the garden and the childminder follows the children's interest, supporting and challenging them with questions about the spider and the web. Children in her care make rapid progress because the childminder knows them extremely well and follows their interests carefully. She maintains highly comprehensive and well-documented practice. She keeps detailed and interesting records of her observations of children, which inform her assessments of their progress. She brings these to life in children's learning journals by supporting her observations with highly relevant examples of children's own work and photographs of what they have achieved. Parents contribute very actively to

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who attend

their children's learning and development in the beginning and throughout their time with the childminder. For example, she ensures that children's starting points are effectively identified in partnership with parents. The childminder frequently shares children's learning journals with parents and there are special pages designed for them to contribute their comments. The childminder also supports parents exceptionally well in extending their child's learning at home. For example, she provides parents with information as to what activities their children have been doing together with ideas that they can follow up with their children at home. The childminder completes the progress check for children aged between two and three. This is a collaborative document that fully involves parents and other professionals or settings involved with the child and family.

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who attend

Children are thoroughly prepared for their eventual learning in school because the quality of the childminder's teaching is outstanding. They are exposed to a rich and varied learning environment that enables them to be highly independent, creative and imaginative both indoors and in the outdoor environment. Children's early communication and language skills are given high priority. The childminder's highly positive interactions support children to initiate conversation, ask appropriate questions and engage with their friends. She listens to young children and repeats words through activities, such as rhymes and songs. As a result, children say words, laugh and carry out actions with enthusiasm when singing the wheels on the bus. In addition, children are listened to and provided with time for them to talk about their own experiences without being rushed. All children enjoy books and the childminder ensures that the selection on offer is relevant to

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who attend

the age group and children's specific interests. For example, children choose books about the buses and discuss the songs they have sung with the childminder. Children enjoy drawing and making marks with glitter paint and show fascination when using the water on paving stones to make marks in the garden. These activities effectively support children's early literacy skills. However, there is scope to enhance children's already superb recognition of print by displaying pictures with text and labels, so children begin to recognise what plants are growing, how to care for them and the names of insects. Mathematical development is skilfully promoted. Children are encouraged to recognise their names, numbers and count throughout everyday activities. For example, they count bricks as they build, estimate how many shovels of sand are needed to fill a bucket and how many steps they have to climb when going outside. Children use mathematical

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who attend

language in their play, such as, next to, behind, big and small, when completing jigsaws and playing with the small world equipment. Children have excellent opportunities to develop their physical skills. For example, they freely access wheeled toys in the garden and manoeuvre around obstacles, run and jump on the grass, climb through play tunnels and enjoy looking for insects.

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who attend

Children learn about the wider world in which they live, through regular trips and daily walks to the local shops and parks. As well as complementing the activities provided in the childminder's home, this gives children the opportunity of being in larger group. In addition, through a good selection of resources, role-play props, posters, books and activities that explore different cultural events and festivals, children are developing a very positive awareness of similarities and differences in society.

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

Children are emotionally happy and secure because the childminder promotes their self- esteem incredibly well. She ensures that parents are able to take a very active part in their children's welfare. For example, she gains insightful information from parents about their children's preferences, dietary requirements and routines, using her own child-friendly adapted All about me form. The childminder ensures a two-way flow of information via a wealth of techniques. For example, she encourages parents to undertake a number of settling-in visits together with their children, so that children feel safe and secure with her before their parents leave them. The childminder ensures children receive individual attention, reassurance, cuddles and calming processes through the day if they need to rest, sleep or feel unsure of new experiences. Parents comment about how they appreciate the many varied ways in which they are involved in their child's development

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

and the fantastic range of experiences that the childminder offers the children. As a result, there is a true, collaborative approach towards progressing children's learning and welfare.

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

The childminder uses every opportunity to teach the children about keeping themselves safe. For example, she demonstrates to the children how to climb the steps in the gardens and reminds them not to trap their fingers in the doors. Children's personal, social and emotional development is highly developed because the childminder has high expectations and is an excellent role model. She supports them exceptionally well by praising and reassuring them. Therefore, they thrive in her setting and children's behaviour is excellent. Children are very comfortable with the consistent boundaries the childminder sets for them. In addition, children are supported well to understand how to manage their own behaviour and are constantly engaged in meaningful and challenging play, where they are encouraged to share and take turns. The rules for her provision are clearly displayed in simple, child-friendly terms and these emphasise the importance of considering the needs

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

and feelings of others. The childminder knows children well and provides them with an individualised approach to meeting their needs.

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

Children are encouraged to work cooperatively together. For example, children prepare their own snacks and work together when completing puzzles, which promote their personal, social and emotional development exceptionally well. The foods provided are both nutritious and well balanced, which is helping the children to develop an understanding of healthy lifestyles. Very good hygiene routines are in place. Children are supported to independently wash their hands before and after meals and after using the toilet. All areas of the childminder's home are very clean and well maintained to help prevent the spread of any germs. The childminder places particular emphasis on the importance of physical exercise, such as walks to the park and shops and daily use of the garden area. The children have a thoroughly enjoyable time with the childminder and happily explore an abundance of excellent quality resources and equipment. As a result,

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

children are emotionally secure in learning new skills, making decisions and are very confident when the time comes to transfer to school.

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provision

The childminder has a superb understanding about her responsibilities in meeting the safeguarding and welfare requirements. She has an extensive understanding about the procedures to follow, should she have any child protection concerns about a child in her care. The childminder's safeguarding policy is clear, detailed and underpins her practice. For example, this covers the use of mobile telephones, cameras and the safe storage of photographs. The childminder follows this policy consistently. For example, she obtains written consent from parents and provides them with the opportunity to witness first hand what their child has been doing throughout the day. Detailed written risk assessments cover all areas of the home, garden and any outings. Appropriate action is taken to minimise any risks, which means children are safe and accidents are kept to a minimum. Daily registers with hours of attendance are kept and parents sign medication, accident

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provision

and existing injury forms, when required to do so. Completion of regular fire drills means children are aware of the procedures to undertake in the event of an emergency, supporting their well-being even further.

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provision

The childminder has successfully addressed all previous recommendations and now seeks permission from parents regarding seeking emergency medical treatment and she actively encourages the children to be responsible for tidying away resources, when they have finished playing. In addition, the childminder has identified her strengths and weaknesses through self-evaluation procedures, which provide opportunities for her to review and evaluate her provision on a regular basis. She involves parents and children in her evaluation and seeks their views through questionnaires and by assessing children's enjoyment and learning in the activities and resources that she provides. As a result, the childminder is always reflecting upon her practice and demonstrates an excellent commitment, drive and ambition to promoting improvement. The childminder shows commitment to further professional development by attending relevant training events

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provision

that become available. Children are making rapid progress in their learning because the childminder has an exceptional knowledge of the learning and development requirements. For example, she rigorously monitors the educational programme to ensure it is sharply focused on helping the children to reach their full potential.

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provision

The partnership and communication with parents is exceptionally strong and information is shared in various ways, including daily discussions, newsletters and daily journals. The childminder is meticulous in ensuring that all communication respects children's individual privacy and conforms to the highest safeguarding practices. This joint approach means that all parents and others that care for the children can be kept up to date with activities, while being confident that children are kept absolutely safe. Links with schools and other professionals further support the children's exceptional all-round development. Parents are highly complimentary about the childminder and they are very happy with the care and teaching that she provides.

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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 320336 Local authority Leeds Inspection number 872102 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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