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 make good progress in relation to their starting points because the quality of teaching is good and activities extend their existing skills and knowledge.  Children's behaviour is good because the childminder praises their achievements, which builds their confidence and self-esteem.  Self-evaluation is effective, resulting in improved outcomes for all children.  Safeguarding procedures are good. Consequently, children's welfare is protected and they are kept safe from harm.

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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 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 conducted a joint observation with the childminder.

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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 took account of parents' written views on the quality of the provision.  The inspector looked at children's assessment records.  The inspector spoke with the childminder and children throughout the inspection.

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Inspection activities

 The inspector observed activities in the two playrooms and looked at areas used for childminding, including the outdoors.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife, 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. He 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. He 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

The childminder knows the children well. He uses information from parents along with his own observations, to establish children's interests, starting points and abilities. Thereafter, the childminder plans opportunities, which enable children to extend their knowledge and build on their existing skills. This ensures that children are ready for school and the next stage of their learning. The childminder has good knowledge of the areas of learning and he delivers good quality learning to children through effective teaching. Consequently, children make good progress in relation to their starting points. The childminder undertakes 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

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who attend

address, narrow or close any areas of concern.

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who attend

Children's mathematical skills are developing as they count, sort and match objects. For example, toddlers recognise different types of transport, as they line up trains, cars, fire engines, boats and aeroplanes. The childminder promotes toddlers early counting skills, as they count from one to three together. Toddlers use sounds in their play, as they say 'choo, choo' for the train and 'neenah' for the fire engine. The childminder promotes toddlers early speaking skills, as he repeats the sounds and the name of the object so that toddlers can hear the correct word clearly. Babies have space to move around and promote their physical development, as they crawl from room to room and pass toys from one hand to the other. Older children returning from nursery school demonstrate their communication and language skills. For instance, they use language to describe their experiences, as they say that 'they have been playing with their friends at school'.

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who attend

The childminder ensures that parents are kept up to date with daily progress and activities through verbal feedback at drop off and collection times. Parents also have opportunities to look at photographs of their children's activities and outings they have been involved in. The childminder shares children's learning journals with parents so that they can see progress over time. However, the childminder does not always encourage all 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 are confident, happy and settled because the childminder provides a warm and nurturing environment in which children can relax and feel at home. The childminder spends time getting to know children and their families well through flexible settling-in sessions. As a result, children's move between the provision and home is supported well, to ensure they feel safe and secure. Children arrive happy and are eager to start their day. For example, toddlers confidently wave goodbye to their grandparents and enjoy a cuddle with the childminder before they go off and play. This shows how toddlers have formed secure emotional attachments with the childminder and how they feel safe and secure in his care. Children behave well in the provision because the childminder reinforces and acknowledges positive behaviour. Praise is used well to motivate the children. For example, toddlers who want to help the childminder by giving a baby his bottle to hold are

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

rewarded with a 'high five'. This raises children's confidence and self-esteem, as they are thanked for their help and kindness.

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

Children develop a clear understanding of food that is good for them, as they visit the local supermarket and plant and grow their own produce. They learn about nurturing and helping the plants to grow until they are ready to harvest and eat. In addition, children enjoy healthy snacks of toast, fruit and a drink of water or milk. They are kept safe, as they learn about the importance of washing their hands, before food and after going to the toilet. The childminder teaches self-care skills through open-ended questioning, as he asks children 'what do we need to do next to wash away the dirt?' Mealtimes are sociable occasions and babies, toddlers and older children are encouraged to be independent in their everyday tasks. For example, babies and toddlers sit in high chairs with their feet firmly on foot rests. This aids stability and helps them in their attempts to independently guide food to their mouth. Older children recognise when they have had enough to eat.

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

This shows how they are beginning to identify their own personal needs and take independent action to meet them.

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

Play spaces are organised well and resources are stored at age-appropriate heights. This allows children to play with their friends, make independent choices and use their imagination. All children have access to daily fresh air and the outdoor environment provides opportunities for children to run around, climb, crawl, balance and slide. Consequently, their physical skills are well promoted. Furthermore, children learn to take safe risks as they negotiate space and height on climbing equipment. However, there are fewer opportunities outdoors for older children to take part in activities that allow them to make predictions and test their ideas, to promote their critical thinking skills further. The childminder plans opportunities for children to get out and about in the local community and further afield. This provides appropriate emotional support to prepare children for their next stage in learning, as they learn about their community and gain confidence in

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

situations away from the childminder's home.

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provision

The childminder effectively promotes the safeguarding and welfare requirements of the Early Years Foundation Stage. He has attended child protection training and has a good understanding of the role he plays in safeguarding children. The childminder keeps up to date with his first-aid training, so that he can deal with minor injuries. Written risk assessments are conducted and supplemented by daily safety checks. This ensures effective measures are in place to minimise any risks to children's safety. Accident and medication records are appropriately recorded and monitored, helping to ensure that safe practice is consistently maintained. As a result, children's safety and well-being is promoted well.

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provision

The childminder has a good understanding of the learning and development requirements. He monitors the weekly educational programmes, to ensure that all children are included and their individual needs, interests and stage of development are catered for. 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. The childminder attends a variety of training courses so that he continues to update his professional knowledge. Consequently, he has the skills and awareness to provide good quality care and learning for all children.

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provision

The childminder and his co-childminder work very well together to self-evaluate and implement positive changes around their provision. They have successfully addressed the actions and recommendations from their last inspection and identified areas for future improvement. For example, thorough medication records are kept. These actions demonstrate their capacity and commitment to continuous development and improvement, to benefit children. Good relationships exist with parents and this is demonstrated by their warm and appreciative written comments. For example, parents write 'you have been fantastic, we go to work safe in the knowledge that our child will be looked after and cared for in our absence'. Good links have also been established with other childminders in the area who share relevant information and practice they have obtained from training courses. In addition, positive links with the local schools and other

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provision

settings children attend in the area have also been forged. This means that there is an effective two-way flow of information sharing, which successfully contributes to promoting consistency in children's care and learning.

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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 EY321172 Local authority Wakefield Inspection number 820537 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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