Childminder in Wakefield

Inspection date

Previous inspection date 08/10/2014 12/01/2010

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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

 Children are acquiring the necessary skills to be ready for school because the quality of teaching is good and the childminder provides a range of child-initiated and adult-led activities that meet their individual needs and interests.  Children's personal, social and emotional development is promoted well. As a result, children's behaviour is positive and they are learning to make relationships and get along with their peers.  The childminder sensitively settles children into the provision and builds secure emotional attachments with them. Consequently, children are happy, secure and safe.  The childminder has a good understanding of child protection procedures, which means she knows how to respond to any possible signs and symptoms of abuse.

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It is not yet outstanding because

 The childminder does not always encourage parents to pass on information about their children's learning at home, to improve the effectiveness of partnerships and continuity in children's development.  There are fewer opportunities outdoors for older children to make predictions and test their own ideas, to challenge their thinking further.

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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 two playrooms and looked at areas used for childminding, including the outdoors.  The inspector spoke with the childminder and children throughout the inspection.  The inspector looked at children's assessment records.  The inspector took account of parents' written views on the quality of the provision.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, training certificates, risk assessments, policies and procedures and self-evaluation systems.  The inspector conducted a joint observation with the childminder.

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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 husband, who is also a registered childminder, in a house in the Ossett area of Wakefield. The whole of the ground floor and the rear garden are used for childminding. The family has two rabbits and two fish as pets. The childminder visits shops and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently 24 children on roll. Of these, eight are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holiday. She is a member of the Professional Association for Childcare and Early Years.

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

 review and strengthen ways of encouraging all parents to share what their children achieve at home and use this information to work together to make sure children learn as much as they possibly can

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

 review activities and resources outdoors to make sure they provide opportunities for older children to make predictions and test their own ideas, to promote their critical thinking skills further.

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who attend

Teaching is good and the childminder's practice is built on a good understanding of how children learn and develop. The childminder monitors the weekly educational programmes and she plans activities and experiences based on a secure knowledge of children's individual interests and abilities. Regular observations of children's play are recorded and their achievements are linked to specific areas of learning. Children's progress is tracked on 'my current interests and achievements' document, which also identifies any gaps in learning. Consequently, children's learning records show that they are making steady progress towards the early learning goals.

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who attend

Children are acquiring some of the necessary skills they will need for their move on to school. This is because the childminder promotes children's early communication, language and literacy skills. For example, toddlers sit on the floor with the childminder to look at books. Toddlers independently turn the pages. The childminder points to words and pictures, as she reads to the children. This helps children to understand that print carries meaning. Toddlers listen attentively and answer questions. For instance, they tell the childminder that the dog says 'woof' and the duck says 'quack, quack'. Older children show an interest in the way musical instruments sound, as they play the piano and use a microphone to sing. Toddlers enjoy playing with small world models, such as a castle and garage. This promotes their early understanding of the world, as they begin to show an interest in different occupations and ways of life.

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who attend

Parents contribute to initial assessments of their children's starting points on entry. Thereafter, the childminder keeps parents well-informed about their children's achievements and development through regular feedback and open access to their learning records. Parents also have opportunities to look at photographs of their children's activities and outings they have been involved in. However, the childminder does not always encourage parents to share details of what their children have learnt at home. As a result, the childminder cannot always see how children's learning and development links with their achievements at home, to make sure all children make the best possible progress.

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

Children form secure emotional attachments with the childminder because she is kind, caring and sensitive to their individual needs. She spends time getting to know children and their families well through the completion of 'All about me' forms and settling-in sessions. As a result, children's move between home and the provision is supported well, to ensure they feel secure, happy and safe. In addition, children are emotionally well prepared for their move on to school. This is because every day routines, such as sitting with friends at mealtimes and independently putting on shoes and coats, mirror those children will experience in school. The childminder uses space well and resources are organised so that they are accessible to all the children. Therefore, children move around the room confidently, making choices and moving and handling resources independently.

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

Children's behaviour is good because the childminder acts as a good role model. She applies consistent boundaries and praises children for their efforts, which promotes their self-confidence and self-esteem. Children also demonstrate how they are learning to make relationships with their friends. For example, two children hug each other as one child arrives at the childminder's home. This promotes children's personal, social and emotional development, as they show affection to people who are special to them. The childminder prepares healthy nutritious snacks and meals, which helps to teach children about healthy food choices. In addition, children are learning about aspects of self-care, as they wash their hands before food and after toileting and nappy changes.

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

Children have daily opportunities to enjoy fresh air and promote their physical development. For example, children use wheeled toys and climb the steps of the slide, to promote their small and large muscle skills. However, the outdoor environment is not always used to its full potential, to enable all children to develop a wide range of different interests as they play outside. For example, children do not always talk about aspects of their familiar world, such as the built environment. In addition, there are fewer opportunities for children to make predictions and test their ideas outdoors, to promote their critical thinking skills further. Children are also provided with opportunities to play in large open spaces, as they visit local the park and other places of interest. Here, they learn how to keep themselves safe and take sensible risk, as they climb a range of apparatus and talk about road safety.

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provision

The childminder has a good understanding of her responsibilities to meet the safeguarding and welfare requirements. She competently assesses children's needs and is vigilant about the signs and symptoms of abuse. For example, the childminder recognises that a change in a child's behaviour can indicate a concern regarding their emotional well-being. The childminder keeps relevant records to note any concerns and this ensures that children's safety and well-being are prioritised. The premises are secure and visitors are checked before entering the provision. Written risk assessments of the premises and daily checks of the equipment ensure that children play safely. Furthermore, the childminder carries out regular fire drills and has appropriate fire detection control equipment in place, such as smoke detectors and carbon monoxide monitors. Accordingly, the childminder's home is safe and securely maintained, so that children can play safely and their welfare is

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provision

Children benefit from a range of adult-led and child-initiated learning experiences that consider their individual interests and stage of development. The childminder carries out regular assessments in order to track the progress children make over time. For example, progress checks for children between the age of two and three years are completed by the childminder and shared with parents. This means that the childminder can identify any gaps in learning and together with parents, take immediate action to address, narrow or close any areas of concern. Attention to continuing professional development means that the childminder keeps up-to-date with practice changes and teaching ideas. This helps the childminder to build on her existing skills, adapting her teaching approach where necessary, so that she can continue to deliver good quality learning opportunities for all children.

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provision

The childminder and her co-childminder have worked to address actions and recommendations raised at their last inspection. For example, risk assessments are completed regularly. As a result, these improvements have had a positive impact on children's safety and well-being. Parents and children are warmly encouraged to share their ideas about ways to improve the childcare service they receive. This promotes the partnership with all service users and helps to ensure the sustainability of the provision. Partnerships with parents are good and this is evidenced through written comments in 'thank you' cards and letters. In addition, good links with local schools have also been established and there is an effective two-way flow of information sharing. For example, termly progress reports are shared. Consequently, these partnerships help to provide children with good consistency in their care and learning that supports their individual

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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 EY266445 Local authority Wakefield Inspection number 819838 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 24

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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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