Childminder in Kirklees

Inspection date

Previous inspection date 04/11/2014 09/05/2011

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are provided with a warm, friendly and stimulating learning environment in which they are content, willing and stimulated to learn. They benefit from a broad range of good-quality resources that effectively support their learning and development.  Lots of praise and encouragement help the children to become confident in their own abilities, fostering their independence and ability to make healthy choices and keep themselves safe.  Children enjoy warm, caring relationships with the childminder, who effectively supports their personal, social and emotional development.  The childminder has established links with the local school to ensure continuity of care and learning for all children.

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It is not yet outstanding because

 Children have fewer opportunities to experience planting and growing flowers or vegetables, as a result, children's understanding of how to care for nature, plants or living things is not fully developed.  There is scope to use the outdoor area more effectively in order to enrich children's ability to discover and explore new ways of doing things.

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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 playrooms and toured the ground floor of the house and the garden.

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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.

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Inspection activities

 The inspector sampled a selection of relevant documentation, including evidence of suitability checks of household members.

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Inspection activities

 The inspector took account of the views of parents and carers from written references.  The inspector spoke to the children during free play.  The inspector accompanied the childminder to collect children from the local school.  The inspector walked home from the school with the children and childminder.

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Information about the setting

The childminder was registered in 1995 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, two adult children in a semi-detached house in New Mill, Huddersfield. The whole of the ground floor of the home is used for childminding. The garden is used for outdoor play. The family has a pet dog. The childminder visits the shops and park on a regular basis. She collects children from the local schools, nursery and pre-schools. There are currently 12 children on roll, of whom one is in the early years age group. The childminder operates Monday to Wednesday, 7am to 9am and 3pm to 6pm, term time only. The childminder works flexibly in the school holidays depending on the family's needs. The childminder holds an early years qualification at level 3.

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

 enhance the outdoor provision by offering children greater opportunities to explore and discover through the use of more open-ended resources that can be used in different ways, such as, tyres, drain pipes and construction sets

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

 enhance children's understanding of how to care for nature and living things. For example, provide children with opportunities to explore planting and growing activities.

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who attend

The childminder only cares for children before and after school and during the holidays if needed. Her provision and practice complements the daily school routine well. The childminder has a good knowledge and understanding of the seven areas of learning and fully supports children's development. The childminder also works at the local pre-school and often cares for children who attend both settings. The childminder links her planning to the pre-school's planning system and links her observations and assessments to this. Planning is well-thought-out and meets children's individual needs well. Individual learning files are in place for all children, and these include photographs, creative work, observations and assessments. These are all linked to the areas of learning and are used to identify the next steps in each child's development. The childminder works carefully with parents to support children's learning from the start. Ongoing discussion and sharing

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who attend

of children's learning files ensures that parents remain involved and up to date about their child's progress. This, along with the childminder's positive engagement and interaction with children, helps to combine their learning, particularly in the prime areas of development. This shows the quality of teaching is good and in some areas outstanding. Assessment is used effectively to plan for children's next steps in learning and as a result, the childminder includes suitable activities, experiences and challenges for the children.

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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. The childminder uses a photograph album of resources and toys that children can look at and choose from. For example, after school children look at the pictures then ask for the board games out to play as a group. Children take pleasure in spending time with the childminder as they take part in a variety of interesting activities. 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 play board games, draw pictures and read books. Children communicate effectively because the childminder places a strong focus on fostering their communication and language skills. She is skilful in using

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who attend

open-ended questions to extend their emerging vocabulary. She responds well to younger children 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.

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who attend

When playing outside, children develop their physical skills using the good range of resources available to them. However, there is room to enhance this area with open- ended resources, such as, drain pipes, crates and tyres to create their own play. The childminder takes children on outings in the holidays and they visit attractions in the local area, which provides children with further interesting activities to engage in, while also supporting their social skills. Children's literacy skills are encouraged effectively. The inside environment is rich in print 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. The childminder congratulates children on their achievements, models and creations during messy and creative play. Children learn about a wider society. They use resources that reflect positive images of a

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who attend

wider world, such as, dolls, books, play figures and dressing-up clothes. They take part in activities and learn about different festivals and celebrations, such as, Easter, Christmas and the Chinese New Year. Children explore a wide variety of creative activities using an assortment of media. The childminder fully understands the importance of supporting young children to develop their skills in using technology.

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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 is 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 relationship between the childminder, the children and their parents is 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 are polite, well-mannered and control their own behaviour well because the behavioural rules are embedded. Reminders and positive reinforcement means children receive consistent messages. Children build good relationships with their friends. They work together very well to create their play. The childminder is skilled in developing children's independence and learning during play and daily routines. The childminder talks about what they are doing so that children understand risks. As a result, children recognise dangerous areas and understand the need to do things differently to keep safe. For example, during walks to school the childminder consistently speaks to the children about road safety and how to behave near the roads. Children comply fully with expectations and learn to keep themselves extremely safe in an emergency through practising the escape plans. Becoming increasingly safety aware, making friends and

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

learning self-care skills means children gain essential skills and attitudes to support their future move to other settings or to school.

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

The consideration given to hygiene practices and healthy lifestyles is apparent at all times. Children enjoy nutritious, healthy snacks, such as fruit. Children enjoy lots of fresh air and exercise and benefit enormously from using the local community parks, woods and walking to and from school, which further promotes aspects of their physical play. The children observe nature and the natural environment daily and speak excitedly about the leaves falling. Children are motivated by the environment of the community and they look at different trees and plants with interest. The childminder speaks to children regularly about the various types of plants and nature. However, within the childminder's home children have not experienced planting and growing their own flowers and vegetables. Children are well prepared for their next stage in learning and for their future learning. This is because children learn positive skills and attitudes to exploring and learning,

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

building friendships and their self-care.

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provision

The childminder is consistently good and in some aspects outstanding in her approach to childcare. 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 review 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

The childminder monitors children's progress well and has a very good awareness of their abilities and skills. The partnership with pre-school and the well-thought-out planning helps her to ensure that she covers each area of learning with adult-led activities or plans for the availability of resources to support children's learning. The childminder is aware that children develop at their own rate. The childminder demonstrates a good understanding towards monitoring and evaluating her service. For example, she values the support and advice provided by networking with other childminders and childcare professionals, ensuring she continues to provide a high standard of practice and a good- quality service where children are safe and can learn effectively.

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provision

Partnerships with parents are well established, ensuring children's development is effectively 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; 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 the local school 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 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 310980 Local authority Kirklees Inspection number 867986 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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