Childminder in Kirklees

Inspection date

Previous inspection date 26/11/2014 21/01/2010

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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.  Young children develop attachments with the childminder and they are given regular comfort and cuddles when needed. As a result, children are happy, confident and sociable in the setting.  The childminder provides plenty of valuable opportunities for children to continue their learning during trips and visits to the local area. Consequently, children become confident to securely support their developmental progress.  The childminder has a sound understanding of how to promote the health and safety of the children in her care. Safeguarding procedures are secure. As a result, children are well-cared for and protected.

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It is not yet outstanding because

 There are fewer opportunities for older children to learn about helping the environment, for example, by recycling.  There are fewer opportunities for children to role play with real-life props, resources and ingredients in the home corner.

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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 playroom. She had a tour of the outdoor area, and accompanied the childminder to and from the local nursery.

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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 policies, observations and assessments.  The inspector spoke to the children during free play.  The inspector checked the suitability and qualifications of the childminder.

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Inspection activities

 The inspector took account of written references from the local school, other childminders, parents and carers.

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Information about the setting

The childminder was registered in 1991 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and her son in a terraced house in Denby Dale. The house located on the main road and the entrance is down a step. The childminder has an extended lower ground floor area exclusively for childminding, which incorporates a bathroom and dining-kitchen area. There is an enclosed garden for outside play. 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 four children on roll, of whom two are in the early years age group and attends for a variety of sessions. The childminder operates Monday to Friday 7.30am to 5.30pm, all year round expect for bank holidays and family holidays. 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 children's understanding of how to care for the environment, for example, by providing children with opportunities to explore recycling activities

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

 extend the already good home corner area, for example, by providing children with real-life experiences, such as real pots and pans, everyday food packaging and real ingredients to extend role play further.

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who attend

The childminder has more than 20 years experience in a childcare setting. Her wide range of knowledge of child development and the quality of her teaching is consistently good with aspects of outstanding practice. Children continually develop new skills and make rapid progress in their development. This is because the childminder effectively enables children to learn in different ways, by giving them time to explore for themselves and providing stimulating planned experiences. As a result, children are very well prepared for their next stage in learning. Individual progress files are in place for all children and these include photographs, observations and assessments. These are all linked to the seven 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 of children's learning files ensures that parents remain

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who attend

involved and up to date with their child's progress. Observations and assessments are used effectively to monitor and track children's progress from their starting points. They are also used to create individualised play plans, which enables the childminder to fully support and promote children's next steps for learning.

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who attend

The well-organised resource, both inside and outside, provides good support to children to make independent choices and explore freely. Children take pleasure in spending time with the childminder as they contribute in a variety of interesting activities. The activities are planned in advance. This is very flexible to allow children to do what they want. Children are happy and enjoy the time they spend with the childminder. They participate in a range of activities and enjoy regular visits to local events, such as, toddler groups, the library and parks. The outdoor space provides good learning opportunities for children. Older children are good role models to the younger children and help each other in their play. Children are learning about the world and environment we live in. They are becoming more aware about helping the environment. However, there is scope to enhance this further, for example, by providing opportunities for children to take part in

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who attend

recycling activities. The childminder congratulates children on their achievements, models and creations during creative play. The childminder introduces mathematical language in play. She names the shapes of objects and counts them. Children hear mathematical language as part of their play to develop their future understanding. The childminder talks to children throughout their day. The childminder has introduced some mirrors in various shapes that children can explore and see in everyday play.

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who attend

The childminder supports children's language and communication skills very well. She responds well to children and their gestures role play with the children. She introduces single words and repeats words after 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. Children explore a story sack with interest. They give each other roles of the story to act out with the puppets. Children access a good range of role play activities. However, there is scope to enhance the role play home corner to give children the opportunity to use real life props and ingredients. The childminder promotes equal

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who attend

opportunities and diversity by planning activities that help children learn about different festivals around the world.

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

Children feel secure and safe with the childminder and have good relationships with her. They respond to her ideas and offer their own ideas knowing that the response will be positive. The childminder effectively supports children during transition times, such as while they settle into her care and when they move onto school. They have settling-in visits with her until the parents are happy to leave their child for an extended period. For children that are moving on to school she helps make them school ready and undertakes visits to the school with them. The teacher of the local nursery praises the childminder and says 'she is a well-respected childminder who has continued links with the local school'. This prepares children emotionally for their next stage in learning. The childminder makes sure she gathers information from parents about the children's likes, dislikes and their care routines. The childminder takes time to talk to children and gets to know them well. As a

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

result, children feel special and valued. The childminder is fully aware of the children's individual needs. Children are calm and relaxed within the home and are fully at ease. Behaviour is very good as the childminder provides a fun filled, eventful day that allows the children to play at their own rate and contribute in purposeful play. House rules are also in place and children rarely need to be reminded of these.

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

The childminder is skilled in developing children's independence and learning during all play and daily routines. Various trips out of the childminder's home provides opportunities for the childminder to speak to the children about road safety and how to behave near the roads. Children use the pelican crossing with confidence when walking home after school. They ask each other if they would like to 'press the button'. They watch and listen for the green man and the noise before they cross over the road. Children comply fully with expectations and learn to keep themselves safe in an emergency through practising the emergency escape plans. The childminder takes time to talk to children and gets to know them well. As a result, children feel special and valued. Children take part in creative activities and food testing sessions for different celebrations, such as Easter and Christmas. Children have lots of opportunities to see positive images of race, gender,

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

disability or religion within the setting. Children participate well in their activities, including both child-led and adult-led activities. They are developing the skills, attitudes and dispositions they require to help them prepare for their next stages in their learning.

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

Children have a good awareness of healthy practices because the childminder maintains effective hygiene routines, provides daily exercise and fresh air for all children and offers young children support to become independent in their self-care skills. As a result, children know to wash their hands before eating and after using the toilet. Children enjoy nutritious, healthy snacks, such as fruit and vegetables. Meal times are social times where the children chat freely to the childminder about their morning at school. Children are taught about going to school and are beginning to understand they do not stay at the setting forever. Close links with the local school mean that children are able to visit and join in activities with the school children, so they are familiar and confident when they start school.

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provision

The childminder demonstrates a secure knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder has completed training for supporting children with special education needs and/or disabilities and for safeguarding children. She demonstrates an appropriate awareness of her responsibilities in relation to child protection issues. She understands the procedures to take should she have a concern about a child in her care. The childminder risk assesses her home, garden and outings effectively and therefore, children can play safely both in the home and when away from it. There are clear procedures in place for the use of cameras and mobile phones. The childminder has a paediatric first-aid qualification and keeps written records of all medication administered to children. Recruitment systems are good and help to ensure adults are suitable to work with children. All adults are suitably vetted to work with

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provision

children and receive a full induction so that they are aware of the vision and expectations of the setting.

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provision

The childminder monitors children's progress well and has a very good awareness of their abilities and skills. The well-thought out planning helps her to ensure that she covers each area of learning with adult-led activities and resources used well to support children's learning in a way that acknowledges that all children develop at their own pace. The childminder demonstrates a good understanding towards monitoring and evaluating her service. For example, she values and uses the support and advice provided by the local authority coordinator and other childminders to ensure 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

Relationships with parents are strong and the childminder works well in partnership with them. She gathers good information on their care needs and starting points in their learning before they begin in her care. She uses this information to ensure that children are well cared for and to enable them to make good progress. Parents and carers are encouraged to contribute to children's learning. Parents are also given time, support and encouragement to understand the individual planning in place for their children and shares information about children's achievements and progression, regularly. Parents are more than happy with the service they receive and say they 'are very lucky to have her' and 'she is a natural carer and dedicated'. The childminder works hard to establish relationships with other settings that children attend, such as pre-school and local schools. For example, the current links with the local nursery are excellent. She understands that this

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provision

helps to support children's transitions from one setting to another and supports children's continual learning and development.

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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 310873 Local authority Kirklees Inspection number 867978 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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