Stringer, Gemma Dawn

Inspection date

Previous inspection date 12/09/2014 24/03/2010

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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 provides a welcoming home and a friendly approach, therefore, children are happy and content in her care. Children settle well and gain in confidence because of the good relationships with the childminder. This fosters their emotional security.  Children make good progress in their learning as the childminder has effective teaching skills and provides well planned and stimulating activities, which meet each child's individual learning needs.  The childminder has a clear understanding of how to organise her setting effectively. She has a range of policies and procedures to underpin good practice and monitors her provision to ensure continual development.  The childminder keeps children protected from harm because she has a good knowledge of the safeguarding procedures to follow, should she be concerned about a child.

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It is not yet outstanding because

 Children have fewer opportunities to focus on text and print in the outdoor environment, which reduces the opportunity for them to develop their literacy skills.  Partnerships with all schools that children will attend are not fully developed to promote a consistent approach to supporting children's learning and development when they move on.

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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.

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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 spoke to the children during free play.  The inspector checked the suitability and qualifications of the childminder.

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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 husband and two children, aged eight and six years, in a house in Wakefield. The ground floor of the house and garden are used for childminding purposes. The childminder takes and collects children from the local schools. There are currently three children on roll, two of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round, from 7am until 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:

 create an environment outdoors that is rich in print, where children can learn about words, for example, by displaying labels, posters and signs

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

 develop effective working relationships with schools that children will attend to promote the highest level of consistency for children's learning and development, for example, by sharing assessments and observations with the child's new teacher.

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who attend

The quality of teaching is good and this results in children making good progress in their learning and development. The childminder has a good understanding of the Early Years Foundation Stage and promotes children's learning and development well. She works well with parents to establish children's individual starting points, interests and preferences. Individual progress files are in place for all children and these include various observations and assessments. These are all linked to the seven areas of learning and are used to identify the next steps in each child's development. Ongoing discussion and sharing of children's learning files ensures that parents remain involved and up-to-date with their child's progress. Observations and assessments are used effectively to monitor and track children's progress from their starting points. The childminder plans a wide range of enjoyable learning experiences for children, whilst ensuring they have lots of opportunity

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who attend

to initiate their own play. As a result, children are engaged in purposeful play at all times. Consequently, children make good progress, which prepares them well for the next stage in their learning.

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who attend

Children communicate effectively because the childminder places a strong focus on fostering their communication and language skills. She is skilful in using open-ended questions to extend their emerging vocabulary. She responds well to babies and their gestures. The childminder provides a running commentary during free play so children can link actions with words. She introduces new vocabulary and repeats words after children say them, so that children hear the word pronounced correctly. The childminder skilfully asks children questions, which help them to think and find out things for themselves. For example, she uses simple questions, such as 'which one could it be?'' and 'what do you think?' to promote children's thinking and problem solving skills. This gives them confidence to say what they think and apply their own ideas to extend their play. Children's literacy skills are encouraged effectively. The inside environment is rich in print,

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who attend

as labels and signs are displayed. Children also have opportunities to make marks and draw. This successfully supports children to learn early literacy skills and recognise that print carries meaning. However, there is scope to develop this in the outdoor environment, to further enhance children's early reading and writing skills, especially for those children who learn better outside.

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who attend

The well-organised resources both inside and outside, provide children with plenty of opportunities to make independent choices and explore freely. Children take pleasure in spending time with the childminder, as they take part in a variety of interesting activities. The activities are planned in advance. However, this is very flexible to allow children to do what they want. All activities effectively reflect children's individual interests. This helps children to develop the characteristics of effective learners. For example, children are provided with interesting toys and equipment that foster their curiosity and imagination. As a result, children are keen to role play with the dressing up materials and include musical instruments in their play. When playing outside, children develop their physical skills using the good range of resources available to them. The childminder attends the local toddler group, which provides children with further interesting activities to engage in,

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who attend

while also supporting their social skills.

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

The emotional well-being, self-assurance and confidence of children are well promoted because the childminder forms a strong bond with the children. They settle well because the childminder gives parents, families and children time to become familiar with their new surroundings. She takes time to get to know all the children very well. Children are calm and relaxed within the home and are fully at ease. The childminder works effectively with parents from the start, to encourage the constant exchange of information. For example, the childminder asks if the child has any specific needs, any allergies or any cultural requirements. Daily routines are followed after talking to parents, to ensure they are consistent with home routines, such as sleep times. The relationships between the childminder, the children and their parents are successful in ensuring quality care for all children.

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

Children enjoy wholesome, healthy snacks, such as fruit and vegetables. Meal times are a social event where children and the childminder sit together. Children are encouraged to freely talk about their own experiences whilst enjoying a nutritious meal or snack. The consideration given to hygiene practices and healthy lifestyles is apparent at all times. The childminder talks to the children about healthy eating and why this is important. Children are encouraged to become independent by visiting the toilet and washing their hands. All food preparation areas are clean and the childminder is a good role model for children to follow. Children enjoy lots of fresh air and exercise. The childminder has a good understanding about keeping children safe and carries out risk assessments of the setting. She talks to the children about keeping safe and reminds them about dangers and what actions to take. For example, children learn they must hold hands when going on the walk

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

The childminder works hard preparing children emotionally for their move to school. The childminder understands the importance of preparing children for the school routine and encourages their independence. They learn to sit at the table, prepare and eat their snack and put on their own shoes, clothing and coats. As a result, children are confident about their abilities and are well prepared for their next stage in learning. Children also learn positive skills and attitudes to exploring and learning, building friendships and attending to their self-care needs.

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provision

Children's welfare is promoted well because safeguarding regulations and duties are correctly met. The childminder has a good knowledge and understanding of her safeguarding policies and procedures. She is fully aware of her responsibility in this respect. She knows how to report and record concerns and has attended relevant training. Children are protected in the event of an accident because the childminder has a current paediatric first-aid certificate. Children play in a secure, safe environment, where the childminder completes safety checks and regularly reviews risk assessments to promote their welfare. The childminder is organised and completes all the necessary paperwork, such as children's information and a record of their attendance. Her policies and procedures are shared with parents so they are aware of her responsibilities.

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provision

Partnerships with parents are well established, ensuring children's development is effectively enhanced while meeting their needs. Parents are able to share information about their children with the childminder and they discuss children's progress when dropping off and collecting their children. The childminder also has good links with the local schools and other childcare providers and professionals. However, there is scope to improve the level of information that is shared to fully promote continuity of care and learning for every child. For example, discussing more fully children's levels of achievement and sharing observations before children move on to school.

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provision

The childminder has a good understanding of her role in meeting the learning and development requirements. She monitors her planning systems to ensure children are progressing and achieving. She has been working with the local authority to ensure the provision, her practice and observation, assessment and planning is of good quality. The childminder has a vision for the session and is constantly finding new ways to enhance and improve her practice and provision. Consequently, children benefit from a dedicated childminder, who is keen to continually improve her practice.

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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 EY402168 Local authority Wakefield Inspection number 879436 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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