Childminder in Wakefield

Inspection date

Previous inspection date 25/11/2014 06/02/2009

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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

 The childminder has an in-depth knowledge of how to ensure that children are protected and safe from harm. She has a good understanding of safeguarding procedures and has assessed the risks in her home to minimise hazards so that children are able to play freely and access areas of the home.  Teaching is good because it is based on the childminder's good knowledge of children's interests and abilities. Activities are tailored to the events that are happening in children's lives, capturing their attention as they fully engage in their learning.  The childminder builds effective relationships and attachments with children, and provides a caring home environment with familiar routines. As a result, children feel safe and secure.  The childminder supports children's speech and language development particularly well. She speaks slowly and clearly, introduces new vocabulary and gives children time to

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It is not yet outstanding because

 The exchange of information with parents does not always cover all aspects of learning and development, to further enhance the shared approach in promoting children's achievements in the setting and at home.  The outside area provides children with fewer opportunities to explore the natural world, to further develop their knowledge of living 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 held discussions with the childminder, her assistant and the children at appropriate times throughout the inspection.

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Inspection activities

 The inspector carried out an observation of a planned activity and discussed the outcome with the childminder.

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Inspection activities

 The inspector took into account the views of parents from information included in a parent survey and discussed how this supports the childminder's self-evaluation.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and her assistant, her qualifications, risk assessments and policies and procedures, including the complaints procedure and the safeguarding policy.

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Inspection activities

 The inspector sampled children's assessment records and discussed with the childminder how this informs planning for children's next steps in their learning and development.

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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 lives with her husband and two children, in a house in South Elmsall, near Pontefract. The childminder's husband is a registered assistant and works with her on a full-time basis. The whole ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The childminder attends local toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently nine children on roll, seven of whom are in the early years age group 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 holidays.

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

 broaden the level of information exchanged with parents to further support the shared approach towards children's achievement in the home across all areas of learning, thereby enhancing the planning of children's learning experiences and their next steps in learning

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

 enhance the outdoor area so that it provides children with further opportunities to explore the natural world, for example, by developing children's interest in gardening so they learn about living things and how to tend to plants and grow vegetables.

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who attend

The quality of teaching is good because the childminder and her assistant have a very good awareness of the learning and development requirements of the Early Years Foundation Stage. They effectively uses observation and assessment to establish children's current development levels and to find out about children's current interests. For example, children are interested in superheros, so the childminder plans purposeful learning experiences, such as imaginative play. The childminder tracks children's progress, to monitor children's learning, in relation to their starting points. As a result, children make good progress in the childminder's care. This information is regularly shared with parents, ensuring they remain involved and up-to-date about their children's progress. However, the childminder has not fully explored a variety of ways to enable all parents to share and contribute information about their children's learning and development at home on an

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who attend

ongoing basis. Therefore, she is not able to make full use of this information to sharply focus her planning and maximise children's progress. The childminder has an effective system for completing the progress check for children between the ages of two and three years and shares these with parents and other settings. Consequently, gaps in children's learning are quickly identified so that children receive appropriate support to meet their learning needs.

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who attend

The indoor environment created by the childminder is stimulating and provides learning across all seven areas. She plans activities well, intervening appropriately and confidently enabling children to take the lead, therefore, encouraging them to extend their creativity and thinking. For example, children have time to explore and play imaginatively with pasta and a selection of resources. The childminder encourages them to extend this and engages the children in open-ended discussions about the texture of the pasta and the animals which are hiding under the pasta. She introduces numbers and shapes to the older children and supports the younger children to investigate, through modelling actions and supporting speech with simple sentences. She allows them time to develop their own play and supports them with lots of praise. As a result, children are in control of their learning. Accessible resources that are clearly labelled, which encourages children to

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who attend

explore and make their own choices, thereby extending their curiosity. As a result, children become active learners and are well prepared for the next steps in their learning. Children become absorbed in play of their own choosing and, through supportive interactions, become explorers and thinkers. For example, children choose to play with the dough and spend time creating new shapes and sharing the pieces, supporting their social development.

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who attend

Children are developing good communication and language skills because the childminder constantly models language effectively. In addition, the childminder uses sign language to support the youngest talkers. The children listen intently as the childminder uses descriptive words and action noises to support familiar stories, rhymes and songs about animals. She talks to the children about what is happening, introduces new words and shows an interest in what they say. She extends the activity further as she introduces musical instruments, which the children play vigorously as the childminder sings songs. As a result, children are experimenting with a wide range of communication skills to support their development. Children participate in a wide variety of activities that promote their social development. For example, they enjoy daily walks and attending playgroups. As well as complementing the activities provided in her home, this gives children the opportunity

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who attend

of being in larger groups in preparation for when they start school.

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

The childminder and her assistant support children's well-being by forming close and caring relationships with the children in their care. This enables them to settle particularly well and consequently, the children are content and display good levels of confidence as they play. The childminder recognises the individual needs of children and offers them support and reassurance when required. She takes time to find out about the children's interests and routines during the settling-in period. For example, information is exchanged about children's dietary needs, allergies and routines to ensure that these are accurately met and that care is consistent. Children are encouraged to develop their independence and cooperation, for example, by helping to prepare snack and tidying away their toys. They are extremely familiar with routines and their behaviour is very good, as they learn to share and play cooperatively. For example, they seek reassurance when they feel

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

unsure of visitors or are tired and the childminder quickly recognises their unease by reassuring them. As a result, children behave well as they feel self-assured and appreciated. The childminder takes time to listen to children when they speak and discusses daily routines and explains routines with children throughout the day. Consequently, children develop good self-esteem and high levels of involvement and confidence, and are emotionally prepared for the eventual move to school.

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

Routines support children in developing their self-care skills. For example, children feed themselves and have access to their own drinks when they are thirsty. Children make independent choices from the low-level storage containers that contain a vast selection of good quality toys. Children gain a good awareness of the importance of healthy lifestyle choices. For example, their understanding of healthy eating is promoted as they discuss healthy snacks and the taste of fruit. Children enjoy making their own lunches and sharing the food with their friends. She appreciates that some children have definite likes and dislikes and respects these while encouraging them to try different foods. Good daily practice reinforces children's understanding of good hygiene. For example, children wash their hands before eating, referring to child-friendly posters that explain the relevance of this. The childminder emphasises good manners as she reminds children to eat

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

appropriately and sets good examples by using the words 'please' and 'thank you' herself.

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

Children have regular access to fresh air and exercise. Children use equipment to develop their physical skills in the garden and enjoy visits to the local park and for walks. However, the childminder has not fully developed the range of resources outside, in order to enhance children's learning in the outdoor area. This means opportunities to investigate and explore the natural world are not fully maximised. Children have a good awareness of keeping themselves safe as the childminder demonstrates the importance of safety. For example, the childminder teaches children about the importance of sitting at the table when eating, so they do not choke. Additionally, she uses trips in the car and outdoors as an opportunity to teach children how to cross the road safely and about fastening seatbelts in the car.

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provision

The childminder manages her service efficiently. The childminder and her assistant are fully aware of, and understand, their responsibilities to meet the safeguarding and welfare requirements. They both have completed relevant safeguarding training and have a good knowledge of child protection procedures, such as what to do if they have any concerns about a child's care or welfare. A comprehensive range of policies and procedures underpin practice in the childminder's home. The environment is kept safe and secure; the childminder carries out daily checks to minimise risks, both around the home and for proposed outings. Regular fire drills are carried out and child-friendly posters describe evacuation routes. Appropriate records regarding accidents are kept and parents are informed. Children's health and safety is effectively maintained, for example, as the childminder has completed a first-aid training course to ensure children's well-being is

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provision

addressed at all times. Suitability checks are completed for adults living in the home. In addition, all visitors are asked sign in and out. This ensures anyone having access to children is suitable.

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provision

The childminder uses her a secure knowledge of the Early Years Foundation Stage, and provides activities, that keep the children stimulated and interested across the seven areas of learning. The childminder uses her observations of children's learning to identify and plan for their next steps in development. As a result, children are motivated and engaged in their learning. The childminder has identified her strengths and weaknesses in the self- evaluation process, which provides the opportunities for her to evaluate her provision on a regular basis. For example, she has discussed with her assistant the areas of the provision she wants to enhance, such as providing further opportunities for children to explore and investigate. The childminder has successfully addressed the recommendations raised at the last inspection. For example, she has developed her self-evaluation and regularly reviews risk assessment. The childminder shows commitment to further training by

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provision

attending relevant training events as they become available, such as additional safeguarding and child protection training with the local authority.

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provision

The childminder works well in partnership with parents and has established good links with outside agencies, when their support is required. This ensures that children's development is effectively enhanced, while meeting their needs and supporting smooth moves to other settings and school. Information needed to support children is sought at the time of registration, through questionnaires and daily communications. The childminder has a clear understanding of her responsibility monitor the work of her assistant and to work in partnership with other childcare providers and professionals to enhance children's learning opportunities.

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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 EY375962 Local authority Wakefield Inspection number 873801 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 9

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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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