Childminder, Out-of school day care in Kirklees

Inspection date

Previous inspection date 25/11/2014 05/06/2014

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early years provision

This inspection: 1 Previous inspection: Not Met 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder provides an excellent programme of learning, which animates children and fully encourages their natural inquisitiveness and concentration. These opportunities build clearly and proficiently on the children's existing knowledge and skills, so that they are very well prepared for the next stage of their learning.  Children's social and emotional needs are exceptionally well met by the childminder. Relationships are excellent and this fosters a sense of belonging and ensures that children are happy and confident learners.  The childminder has an excellent understanding of her responsibility to ensure that the provision fully meets the safeguarding and welfare requirements of the Early Years Foundation Stage. Excellent practice ensures that children are kept very safe and their welfare is highly promoted.  Children's needs are quickly identified and exceptionally well met through highly

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This provision is outstanding

effective partnerships between the childminder, parents and other agencies.  The childminder uses highly effective self-evaluation systems to enable her to rapidly identify and consistently improve the service that she offers to children and their parents.

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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 that the children took part in.  The inspector spoke with the childminder and children throughout the inspection.  The inspector viewed a sample of the children's development records.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of childminder and other household members aged over 16 years.

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Inspection activities

 The inspector took account of the views of parents spoken with on the day and their written comments in the childminder's questionnaires.

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Inspection activities

 The inspector considered the self-evaluation form and audits completed by the childminder.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with her mother, who is her co-childminder, in her mother's house in the Meltham area of Holmfirth, West Yorkshire. The whole of the ground floor is used for childminding. The gardens are used for outdoor play. The childminder visits the shops and park on a regular basis. She collects children from the local schools. There are currently 20 children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates all year round, from 6am until 9am and from 3pm until 7pm, during term time, and from 6am to 7pm, during school holidays, except bank holidays and family holidays. The childminder cares for a number of children with special educational needs and/or disabilities. The childminder is a member of the Professional Association for Childcare and

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

 enhance the already excellent opportunities for children to explore nature, for example, by enabling them to create and design natural habitats for insects in the garden.

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who attend

The childminder and her co-childminder are exceptionally well organised. They ensure that children's play activities engage, extend and build further on their existing skills and capabilities. Therefore, children develop the skills they need for the next steps in their learning. Superb progress is achieved through the excellent provision and organisation of stimulating play activities and opportunities. The childminder clearly supports children to develop extremely positive dispositions and attitudes towards their play and learning. She maintains records of their achievements and incorporates information that she obtains from school to ensure continuity of care and learning. Clear and purposeful observations are made and recorded. These are used well to help the childminder clearly assess the development each child makes, including those children with special educational needs and/or disabilities. The childminder works closely with parents and relevant information

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who attend

about children's interests, learning and development needs are shared. For example, parents provide the childminder with information relating to their child's age, capabilities and experiences when they first start. This effectively assists the childminder to plan and prepare very well-pitched learning opportunities, which are also clearly based on children's specific interests. Highly successful strategies engage all parents in their child's learning, both in the setting and at home. Therefore, continuity of care and learning is excellent. The childminder engages children in play extremely well. She is also exceptionally good at using spontaneous activities to extend children's learning. For example, when children instigate a conversation about fire, this leads to conversations about volcanoes and the childminder asks the children whether they would like to find out some more information about this subject by looking at books. Consequently, children learn that information can

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who attend

be retrieved from books and that print carries a meaning. Children enthusiastically talk about the pictures in a world atlas. The childminder supports these discussions as the children talk about the lava, the Earth's crust and explosions. The childminder understands that children also learn from their peers, and she sits back and allows the older children to talk about how the moon moves the tides of the oceans. Children also use the books to explore the different species that live in the sea. In addition, the childminder introduces new words as she describes how certain fish camouflage themselves. Consequently, children's knowledge and vocabulary is enriched. Children have lots of opportunities to explore and learn about nature. For example, they investigate how tadpoles turn into frogs in the garden. However, there is scope for children to further explore nature, for example, by enabling them to create and design natural habitats for insects in the garden.

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who attend

Children are taken on outings to places of interest to further develop their understanding of the world. For example, children excitedly talk about what they did and saw on a recent trip to a coal mining museum. Children have opportunities to take part in a wide range of creative activities. For example, they use their imaginations as they play with the doll's house and they also make excellent use of craft and art activities to express their ideas and thoughts. As a result of all these fantastic experiences, children are making excellent progress across all areas of learning.

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

Children's emotional well-being is given the highest possible priority by the childminder and the relationships between the childminder and the children are excellent. Children are settled, happy, confident and emotionally secure. They are fully supported in the transition from home to the childminding setting, as the childminder is sensitive to their different needs and those of their parents. The childminder provides time for the children to sit and chat about their day. The children say that they greatly enjoy this 'powwow' time with the childminder and say, 'It's like having a chat with friends in the morning'. Children say they can share their news or worries in confidence. Consequently, children's emotional needs are fully supported. Children were overheard telling the childminder that 'they really want to come here every day'. This demonstrates how settled and happy children are in the childminder's care.

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

Superb organisation of resources on shelving encourages children's independence, as they are able to choose and easily select resources for themselves. All of the resources are clearly labelled to help children make choices. Children's self-esteem is supported exceptionally well and examples of their artwork are prominently displayed. The childminder consistently meets the care needs of each child in her care and responds sensitively to them as individuals. Her clear behaviour management policy identifies the importance of positive reinforcement in order to boost children's self-esteem. She supports children effectively, as they share and take turns, and offers lots of praise and encouragement for cooperative play. Children develop their understanding of empathy and learn about the needs of others through interesting and creative activities. For example, they took part in activities associated with the anti-bullying week and learnt about people's

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

differences and similarities. Their artwork, based on a similar topic, is made from their handprints, and this picture of united hands is attractively displayed, which shows that children's work is valued. Children's behaviour is excellent. They show respect for one another and display lovely manners. They take part in lots of activities to boost their independence. For example, children help tidy resources away and set the tables for tea. Occasionally, children are also supported to polish their own shoes prior to going to school. This enhances their self-care skills extremely well.

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

The childminder very effectively supports children's growing understanding of how to keep themselves safe and healthy. All children are supported exceptionally well to develop an excellent understanding of how to manage risks and challenges during their everyday play and learning. Therefore, children's personal safety awareness is extended extremely well. For instance, they learn how to use fireworks, such as sparklers, safely and know how to cross roads. Children confidently chat about what to do in the event of an emergency, such as a fire. They know where to congregate and who to telephone. The childminder helps children develop an excellent understanding of healthy lifestyles. Mealtimes are interactive, social occasions where the children and childminders enjoy each other's company. Children demonstrate their independence as they pour their own drinks and help themselves to a variety of foods. A birthday party tea, observed on the day of

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

inspection, consisted of lots of healthy food, including brown bread, fruit and vegetables. Children also learn about food that is good for them through activities. For example, they grow their own fruit and vegetables in the garden. In addition, children help harvest and prepare their produce for their snacks and meals. Children learn to deal effectively with their personal hygiene requirements. This attention to detail helps to minimise the spread of infection. The childminder also helps children understand about the benefits of oral health. For example, they take part in activities about how to brush their teeth correctly and the childminder has provided them with toothbrushes and toothpaste so that they can continue this activity at home. The childminder supports children in developing a very good understanding about the importance of exercise. The children have lots of opportunity to play outdoors and the childminder also takes children to after-school clubs,

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

where they take part in their chosen activities to keep themselves healthy.

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provision

The childminder has an excellent understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a very secure understanding of the Working Together to Safeguard Children guidance and uses this to enhance her provision. In addition, this key document is reflected in her safeguarding procedures, which she has the confidence to follow should she have any concerns about children in her care. The childminder regularly updates her safeguarding training and is registered for alerts from the Local Safeguarding Children Board, to ensure that she is up-to-date with the latest legislation. Therefore, children are fully protected. The childminder completes detailed and highly effective risk assessments and reviews these on a regular basis. The premises are secure to prevent children leaving unsupervised and only authorised persons are admitted. In addition, visitors to the family home are documented and strong

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provision

procedures are in place to ensure that children are never left on their own with persons unsupervised. All the necessary suitability checks are completed for all adults living in the home. As a result, risks to children are minimised. Consequently, they play and explore in a safe, child-friendly environment with confidence. There is a very good range of policies and procedures in place that securely underpin the setting. These are shared with parents so that everyone is aware of their responsibilities. Procedures have been updated to ensure that parents sign a declaration to say that they have provided relevant information about their children's care and welfare. In addition, they are asked to give details about other professionals involved in their children's care. This ensures that the childminder meets the individual needs of each child.

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provision

The childminder places a high emphasis on extending her knowledge and skills, in order to improve her childminding practice and fully meet children's care and learning needs. The childminder is in the process of completing a level 3 qualification in early years practice and uses the knowledge she has gained to improve her practice for the children. She successfully monitors the activities to ensure that they meet the needs of the children. She is highly successful in ensuring that all children make as much progress as they can in relation to their starting points. The childminder reviews her practice effectively and welcomes support and advice offered by local authority advisers and her co-childminder. The childminder shows an extremely strong sense of duty to continuous improvement and has undertaken self-evaluation, which identifies areas for further development. Targets are set and adjustments are made very successfully. She involves parents and children in

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provision

her monitoring and evaluation processes through discussions and questionnaires. She evaluates comments and makes this information available for parents. The childminder acts on any comments made to improve her provision. Parents comment that 'they feel their children have developed very well' and that 'the childminder passes on information regularly'. They say that 'records are accurate' and that the 'childminder's home is like a second family, supportive understanding and always there to offer advice'. All of the areas identified for development at the previous inspection have been addressed. As a result, systems have been reviewed and made even more comprehensive to enhance children's welfare.

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provision

The childminder builds extremely strong relationships with parents and this contributes very significantly to meeting children's needs. She ensures that parents are extensively informed about their child's care and activities that they have participated in. Parents receive and access an excellent range of information about the setting and also about resources in the local community. For example, they receive newsletters and there is lots of information displayed on the notice board and around the home. This promotes the two-way relationship in caring for children. The childminder also works extremely closely with the other provision that children attend to ensure continuity of care and learning. The childminder obtains information from school about children's care plans and learning needs. Consequently, children consolidate the learning and skills they acquire throughout their busy school day.

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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 EY359198 Local authority Kirklees Inspection number 995942 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 20

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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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