Childminder in Kirklees

Inspection date

Previous inspection date 03/10/2014 15/04/2010

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 Safeguarding policies and procedures are not effectively implemented by the childminder because a sleeping child was left unsupervised in the insecure front garden. This means that children are not always kept within sight and hearing as required.  Opportunities for children to use the outdoor area, in order to enrich their learning, are not maximised.  Opportunities for children to make independent decisions in their play are not maximised because resources are not always well organised.

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It has the following strengths

 The childminder provides children with a range of experiences based on their current interests and provides development opportunities, which promote all areas of learning. Therefore, children generally make steady progress.  Children behave well because the childminder is a good role model, prompting children to say, please and thank you.  Healthy snacks, such as fresh fruit, are provided and the childminder ensures drinks are readily available.

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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 had a tour of the kitchen and outdoor area.

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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 spoke to the children during free play.

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Inspection activities

 The inspector checked the childminder's qualifications and the suitability of all adults living and working on the premises.

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Inspection activities

 The inspector sampled a selection of relevant documentation, including observation, assessment and planning sheets, policies and procedures.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children, aged 16 and 13 years, in a house in Deighton, Huddersfield. The whole of the ground floor of the house and garden are used for childminding purposes. The childminder drops off and collects children from the local schools. There are currently six children on roll, three of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round, from 7.30am until 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure children are always within sight and hearing distance

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must:

 take all reasonable steps to ensure children are not exposed to risks, in particular from leaving them unattended in the insecure front garden.

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

 enhance the outdoor provision by offering children more opportunities to learn about the natural world and use resources in different ways, for example, by providing tyres, drain pipes, crates and den making sets

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

 review the storage of games on the large shelf, for example, by selecting a smaller selection of resources and games to display, so that children are able to make independent decisions in their play.

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who attend

Overall, children make steady progress. The childminder meets the needs of children sufficiently because she provides a sound range of activities, covering all areas of learning. She completes a tracker assessment and has photographic observations of the children. Therefore, she is able to use this information to support children's learning adequately. Assessment information is used to inform planning and children's interests are reflected in the planning. She tries hard to extend learning for children during their play to support them to make better than satisfactory progress. The childminder has completed her childcare qualification at level 3 and this has given her a new way of looking at child development and enhanced her knowledge greatly. Children's development records contain observations and assessments. These show all children are making satisfactory progress and are generally developing within the expected development band for their

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who attend

age. The childminder works suitably with parents and tries hard to involve some of them in their child's learning. This helps parents to engage in a shared and common approach to supporting their child's learning at home.

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who attend

The childminder has accumulated a lot of resources and toys from her years of being a childminder. She has developed a newly organised storage system for children to self- select resources from in the play area of the house. However, the large storage cabinet, with games and other resources on, is not organised attractively. There is too much displayed and an overload of choice. As a result, children find it difficult to make independent choices and explore these resources freely. Children are engaged and enjoy role play activities. For example, the children play for a long period of time with the cars and garage. They show that they have experienced these activities before by speaking about previous projects. For example, the child says 'car, car' while pointing to the activity and finding more cars. The childminder gives positive reinforcement and praise. For example, she says, 'you try, you can do it. Well done'. Children develop their fine motor

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who attend

skills and coordination as they move the cars around the printed road on the playmat.

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who attend

The childminder supports children's language and communication skills well. She responds well to young children and babies' verbal and non-verbal gestures. She introduces single words and repeats words after them, so that young children hear the word pronounced correctly. The children are starting to understand the rules of conversation. This is because the childminder talks to them, awaiting their response, which she values and praises. Children take part in creative activities and food testing sessions for different celebrations, such as Easter and Christmas. Overall, children participate well in their activities, including both child-led and adult-led activities. Most children are developing the skills, attitudes and dispositions they require to help them prepare for their next stages in their learning. Children access outdoors and have a variety of physical play activities to choose from, including a slide and bikes. However, there are fewer resources that

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who attend

encourage children to develop their imagination even further, such as tyres, drain pipes and construction sets for children to use in different ways. Visits to local amenities, such as the park, provide children with opportunities to develop their physical skills, socialise with others and broaden their awareness of the community.

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

Children enjoy a welcoming environment and age-appropriate resources support their all- round development. They are forming attachments with the childminder, which helps them feel secure. However, this is a false sense of security because the childminder's understanding of safeguarding children is not robust enough because children are exposed to risks, in particular from being left unattended in the insecure front garden. The childminder gathers sound information from parents about their child to enable her to meet their care needs. The childminder is a role model, prompting children to say, please and thank you. Children are developing good peer relationships within their group, demonstrating kind behaviour as they share and take turns. Age-appropriate explanations support children's developing understanding of right and wrong and this helps them to be well-behaved.

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

The learning environment is generally organised and child-friendly. A range of resources meet the age and stage of different children. Healthy snacks, such as fresh fruit, are provided and the childminder ensures drinks are readily available. Children are becoming independent at meal times. For example, they feed themselves their breakfast. Children are taught about being healthy and will talk about the various fruit and vegetables they eat, like and dislike. Children are developing an understanding about keeping themselves safe. For example, they are given gentle reminders about climbing on the sofa, in case they tip it over. The childminder teaches children to behave in safe ways, such as by walking indoors to avoid accidents. Children take good care of their personal needs independently. For instance, they use the bathroom independently by washing their hands at appropriate times. Nappies are changed in comfortable, private and clean areas.

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

Children also benefit from daily fresh air and enjoy going to the woods, canal and park.

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

The childminder is beginning to support children in their transitions, to ensure that they are emotionally secure and get used to their new environment, so they are ready to learn. The childminder shows an understanding of the essential skills children need to have to help with their move to school or nursery. Children have monthly opportunities to attend toddler groups, which allow them to develop their social skills by meeting a wider group of children and adults. Close links with the local school mean that children are able to visit and join in activities with the school children, so they are confident when they start there themselves.

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provision

Safeguarding policies and procedures are not effectively implemented by the childminder because a sleeping child was left unsupervised in the insecure front garden. This means that children are not always kept within sight and hearing, as required, and this places children at risk from harm. This is also a breach of the requirements for the Childcare Register. She has had training for child protection and knows the signs and symptoms of abuse and the action to be taken following any concerns about a child or allegations made against her. The premises are checked daily to promote the safety of children. The childminder reviews her risk assessments for the premises and she completes outings risk assessments for the places the children visit. The childminder holds a current first-aid certificate, which means she can give appropriate treatment if there is an accident to a child in her care.

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provision

The childminder has a sound understanding of her role in meeting the learning and development requirements, including the extent to which she monitors the planning. She has been working hard since her last inspection to improve in this area and has attended training and short courses to develop her knowledge. The childminder links closely with the local authority and other childminders in the area to improve her knowledge, the provision and observation, assessment and planning, as she felt she needed extra support in this area. The childminder is keen to improve and has developed various plans with priorities and targets to meet.

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provision

Partnerships with parents are established, ensuring children's development is enhanced while meeting their needs and supporting smooth transitions to nursery or school. Parents are able to share information about their children with the childminder, for example, as they discuss children's progress when dropping off and collecting their children. The childminder has a clear understanding of her responsibility to work in partnership with other childcare providers and professionals to enhance learning opportunities. She has established links with local agencies and some schools to support all children, to ensure continuity of care and learning for all children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that children receiving childcare are kept safe from harm (compulsory part of the Childcare Register)  ensure that children receiving childcare are kept safe from harm (voluntary part of the Childcare Register).

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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 EY242115 Local authority Kirklees Inspection number 877461 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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