Childminder in Kirklees

Inspection date

Previous inspection date 01/12/2014 18/03/2009

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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

 Parents contribute to initial assessments of children's starting points and they are kept well informed about their children's progress. As a result, parents can promote their children's learning and development at home.  The childminder uses information obtained through observations to inform planning. This means children enjoy a wide range of activities that target their next steps in learning and provide them with challenges that promote their continuing progress.  The childminder has a good understanding of how to keep children safe and teaches them to identify hazards. As a result, children are well protected and are learning to keep themselves safe.  The childminder shares good practice with other childminders and seeks support from the local authority. Consequently, she effectively evaluates her practice and develops action plans that maintain the good quality care she provides.

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It is not yet outstanding because

 Partnerships with other providers are not yet embedded to ensure there is a consistent two-way flow of information about children's progress. As a result, children who experience shared care do not always enjoy continuity in their learning.  Children are not always offered healthy options at snack times, and as a result, their understanding of how making healthy choices supports their overall health and well- being is not always fully promoted.

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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 main playrooms.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector asked the childminder questions about her practice at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability of all household members, and the childminder's qualifications. She also looked at the childminder's self-evaluation form and discussed her improvement plan.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and from information included in the childminder's own parent survey.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children in the Brockholes area of Holmfirth. The whole ground floor of the house and the rear garden are used for childminding. The family has a pet dog. The childminder attends a playgroup and visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 16 children on roll, six 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. She is a member of the Professional Association for Childcare and Early Years.

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

 further develop partnerships with other providers to ensure detailed information about children's learning is shared consistently and children enjoy continuity in their learning

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

 support children's developing understanding of making healthy choices by offering them healthy options at snack time.

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who attend

Children's starting points and interests are obtained from parents when children enter the childminder's care. The childminder uses the information to plan an effective balance of child-led play and focused, adult-led activities that target children's interests and their next steps in learning. As a result, children are motivated to learn and are making strong progress in all areas of learning and development. For example, children's interest in trains is promoted during visits to the local railway station. Children enjoy rides on the train. Their imaginative play is promoted as they bring their experiences into their role play by making trains with large cardboard boxes. The childminder promotes their critical thinking skills during their play by encouraging them to work out how the pieces of their train track fit together.

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who attend

Detailed observations and assessments are completed. These are used to make sure planned learning and play opportunities target children's individual learning needs from the outset. For example, babies develop their hand-to-eye coordination as they stack wooden blocks. Children develop their early writing skills by using a range of media to make marks on a large and small scale, such as painting with their hands or large brushes. Children begin to recognise letters from their name and explore letters in the environment. For example, they look at labels and logos during trips to the local supermarket. The childminder uses daily routines to develop children's understanding of early mathematics. They count eggs from their shopping and count money when paying for items they have chosen. Children make strong progress in communication and language because the childminder involves them in conversations during their play. For example, she helps

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who attend

children to recall their learning when they played in the woods, exploring wet leaves and splashing in muddy puddles. She uses facial expressions, physical gestures and familiar objects to help children understand spoken language.

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who attend

Learning records give an accurate summary of children's progress. The childminder has completed the required progress check for children aged between two and three years for relevant children. Parents regularly share children's development records and they are encouraged to add their comments. This means they have a good understanding of their children's learning and development and can support their children's continuing progress at home. Parents comment that they feel well informed through daily conversations and by sharing learning records. The childminder also shares learning records when children move on to school. However, information about children's progress is not routinely shared with other early years provisions that children attend. This means children do not always enjoy continuity in their learning. Nevertheless, all children are making swift progress from their starting points. This means they are developing strong foundations that underpin

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who attend

their learning when they move on to school. The childminder understands the importance of seeking support from outside agencies if children are not meeting their expected targets. As a result, children receive good levels of support to help them reach their expected milestones.

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

Children play in a safe environment and are developing a thorough understanding of how to keep themselves safe. For example, they learn how to cross the road safely during walks to school. Children regularly use buses and trains so they learn to observe safety rules in busy environments. The childminder also supports older children's understanding of the dangers of using the internet and social networking sites. Children enjoy outdoor play in all weathers. They learn about the world around them through a wide range of activities. They visit places of interest and benefit from planned outdoor activities that are supported by good quality teaching. Healthy lifestyles are generally well promoted. This means children begin to develop their knowledge of how good hygiene routines and exercise support their health and well-being. The childminder provides a variety nutritious, balanced meals and takes into account children's individual dietary needs. However, she

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

does not always offer children healthy choices at snack time. This means their knowledge of how a healthy diet contributes to their overall health is not fully supported. Children are developing self-care skills. For example, they learn to use the toilet independently and can put on their coats and shoes. As a result, they can attend to their own personal care needs when they move on to the next stage in their learning, which is usually nursery school. Children enjoy settling-in sessions with their parents. This helps them to form secure attachments with the childminder early in their care. Information is exchanged with parents about children's individual care needs to ensure these are effectively met and that care is consistent. Children enjoy relaxing routines throughout the day if they need to rest or sleep. As a result, they are very settled and their emotional well-being is fully promoted. Strong partnerships with parents ensure they are fully involved in their

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

children's care and kept informed about the well-being of their children.

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

Children enjoy lots of praise and encouragement from the childminder. This helps to build their confidence and self-esteem. Photographs of the children and examples of their work are displayed in the setting. Children are encouraged to help with simple tasks, such as putting their toys away. As a result, they learn to respect and value the environment and develop an awareness of responsibility. Children's behaviour is good. This is because they are supported well to understand their feelings and learn how to manage their own behaviour, as well as being engaged in stimulating play. Children are given clear and consistent explanations about including others in their play and are encouraged to share, take turns and be kind to each other. The childminder teaches children about equality and diversity, which helps them to understand that other children have needs different to theirs. As a result, children accept each other's differences and are building strong peer

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

relationships. The childminder meets with other childminders at the local soft play area and playgroup, where children enjoy independent play in larger social groups. As a result, they are developing relationships that help to prepare them emotionally for the larger environment of school. Children go with the childminder each day to collect older children from school, which helps them to become familiar with daily routines, the school environment and the adults who will care for them.

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provision

Documents record children's attendance and show that ratios are met at all times. The childminder has a thorough understanding of how to keep children safe. A robust safeguarding policy includes the safe use of cameras and mobile phones. This is shared with parents so that they understand the procedures in place to keep their children safe. Procedures are in place to record any accidents involving children, any existing injuries, and any medication administered to children. The childminder fully understands procedures for reporting concerns about children or adults and has a thorough knowledge of the possible signs and symptoms of abuse. Risk assessments are implemented to ensure children are kept safe. Fire drills are completed regularly and the childminder is qualified to administer first aid. This means children's well-being is fully promoted.

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provision

Children's needs are well met through successful arrangements that ensure parents are included at all levels. The childminder shares information in various ways, including daily discussions, diaries for children that record their daily routines, and children's learning records. This ensures that parents are well informed about all aspects of the provision. The move into the childminder's care and the eventual move to school are planned well to support children's emotional well-being. For example, children enjoy a number of settling- in visits. The childminder shares information about children's learning and development with school, which means children enjoy continuity in their learning when they enter the school setting.

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provision

The childminder is keen to promote quality in all aspects of her provision. She shares good practice with other childminders and this helps her to evaluate her setting. She also seeks support from the local authority childcare development team. The childminder has developed secure self-evaluation that, overall, accurately identifies strengths and areas for improvement. The views of parents and children are sought through daily discussions and all comments from parents are positive. The childminder monitors the effectiveness of the educational programmes to ensure children make strong progress. She successfully monitors the development of each child to make certain any gaps in children's learning are quickly identified and addressed. Her professional approach means that children benefit from a good quality service.

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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 EY254455 Local authority Kirklees Inspection number 872628 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 16

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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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