Childminder in Wakefield

Inspection date

Previous inspection date 02/12/2014 15/12/2008

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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

 A good range of policies and procedures are in place, which the childminder implements effectively to safeguard children and promote their well-being at all times.  Children are happy and content, and have established good relationships with the childminder. Children benefit from the kind and caring way they are supported, which results in them feeling secure.  The quality of teaching is good because the childminder has a very good understanding of how young children learn and uses her knowledge to plan interesting activities for them each day to promote their progress.  There are strong links with schools and the childminder has developed good relationships with the teachers, including visiting the teachers and school on a regular basis. As a result, children are well prepared for the move to school and for their future learning.

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It is not yet outstanding because

 The childminder does not maximise her effective partnerships with parents, to encourage them in contributing further to children's learning journals, so that children's learning is supported to the highest level.  Opportunities for the younger children to develop their physical skills in the outdoor area are not always maximised.

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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 and children at appropriate times throughout the inspection.

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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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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 other adults in the household, her qualifications, risk assessments, policies and procedures including the complaints procedure and the safeguarding policy.

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Information about the setting

The childminder was registered in 2001. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, one adult child and a child aged 14 years, in a house in Altofts, Wakefield. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She collects children from the local schools and pre-schools. There are currently four children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 2.30pm, 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:

 maximise opportunities to engage parents fully in their children's development, by seeking their comments about children's learning at home more frequently, to complement children's all round progress even further

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

 provide even more opportunities for babies and the younger children to develop their physical skills in the outdoor area, for example, by providing a suitable surface for them to crawl and sit on and resources to pull themselves to standing in a safe manner.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage and the seven areas of learning. The childminder knows the children in her care well and places a strong emphasis on play and having fun with them. For example, the childminder gets down to the children's level and becomes engrossed in their activity as they sort and play with a range of household and natural items, enabling younger children to explore using all of their senses. Individual learning files are in place for all children and these include photographs, observations and assessments of their progress. These are linked to the areas of learning and are used to identify next steps in each child's development. This information is regularly shared with parents, ensuring they remain involved and up-to-date about their children's progress. However, there are fewer opportunities for parents to share what they know their child can do at home in order for the childminder to use this

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who attend

information to contribute to the day to day planning and further support the next steps in children's learning. The childminder has a good understanding of her responsibility in completing the progress check for children between the ages of two and three years and this is shared with parents in order to plan strategies for future progress.

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who attend

Children play cooperatively with each other as they access a good range of resources, which are stored in boxes that are easily accessible and labelled for them to make independent choices in their play and learning. Children learn to solve problems, for example, as they play with different coloured toy eggs, working out which coloured egg goes into the matching hole or how to fit eggs and their shells together. This means children are supported to problem solve and to have a go and persevere at specific tasks. The childminder becomes involved in children's play, which enables her to encourage them to join in and extend their learning. For example, when a child is exploring rice and pasta with spoons and small containers, she extends their vocabulary further by introducing term, such as full and empty, which the young children delight in, as they pour the contents out and fill the containers back up repeatedly. Children are engrossed in this

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who attend

activity and their early mathematical skills are supported very well by the childminder. Books are displayed at low level and there is a good selection of fiction and non-fiction books, including those that provide information about diversity in society. Children climb onto the childminder's knee and she willingly reads them a story. The acquisition of communication and language skills is extremely well supported as the childminder models language effectively. For example, children point at pictures and the childminder describes what she can see and ask a number of open-ended questions, promoting children to give a response, explaining their thoughts.

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who attend

The childminder takes children to several community groups and meets up with other childminders where children join in the sessions, such as story and music activities. As well as complementing the activities provided in her home, this gives children the opportunity to socialise with other children in preparation for when they start school. Children learn about the wider world as they visit local farms, parks and museums, constantly discussing what they see and linking it to their personal experiences. Overall, children effectively gain the skills to support their future learning.

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

Children are clearly happy and settled with the childminder. They have built affectionate bonds with the childminder and her family in a short space of time, which effectively promotes their emotional well-being. The childminder recognises the individual needs of the children and offers flexible settling-in sessions, for example, children visit with their parents over mealtimes to enjoy the social occasion. The childminder works closely with parents to share relevant information about the children, such as, allergies, dietary requirements and personal preferences. The childminder acts as a good role model as she manages the children's behaviour in a calm and consistent manner. She reinforces how to use good manners and spontaneously does this when talking to babies. As a result, children behave well as they feel self-assured and appreciated. Children benefit from warm interactions with the childminder who displays a caring nature towards them. For

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

example, when children become tired she deals with the situation in a caring and sensitive manner. She talks calmly to the children and enquires how they are feeling and gently cuddles them to sleep, meeting their needs effectively. Children are provided with a really good range of resources to provide children with lots of challenge and interest that is appropriate to their stage of development. For example, the childminder provides babies with lots of natural resources so they can explore and investigate with their senses. Older children can develop their interest in crafts and are provided with an array of paints and collage materials. The childminder has a dedicated playroom, which is filled with colourful posters and children's artwork. Resources are organised well and boxes of toys are clearly labelled so that children are encouraged to access them independently. Her garden contains a good range of resources and

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

equipment for children to challenge and engage with, such as climbing equipment and ride-on trikes. However, the outdoor area does not provide the youngest children and babies with space to crawl, sit and pull themselves to standing to support their physical skills to the maximum.

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

Children are provided with a variety of healthy, nutritious meals and snacks. In addition, they have access to fresh drinking water so they can regulate their own thirst. She appreciates that some children have definite likes and dislikes and respects these while encouraging them to try different foods. The childminder teaches children about adopting good hygiene practices so they begin to understand about healthy lifestyles. For example, she talks about getting rid of germs as she washes the children's hands and wipes surfaces with anti-bacterial spray. Children have regular outings in the local area, which enables them to explore different environments and gain an understanding of their community. Children have a good awareness of managing small risks and keeping themselves safe as the childminder demonstrates the importance of safety throughout their activities and daily routines. For example, the childminder teaches children about the

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

importance of walking when inside and picking toys up off the floor so they do not trip. Additionally, she uses trips in the car and walks outdoors as an opportunity to teach children how to keep themselves safe near roads and about fastening seatbelts in the car.

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provision

The childminder has a good knowledge and understanding of how to effectively safeguard children in her care. She is aware of the different types of abuse and knows what to do if she has a concern about a child's welfare. There is a written safeguarding policy in place to underpin practice, that prohibits the use of mobile telephones and cameras. The childminder holds a valid paediatric first-aid qualification, which ensures that she can provide emergency treatment in the event of an accident. Accident and medication records are maintained well and copies are provided to parents. All adults in her household are vetted so that they are suitable to be around children. Visitor identification is obtained so that she has an accurate record of all adults visiting her home. The childminder carries out risk assessments to ensure that her home is safe and secure. She conducts regular fire drills so that children become aware of the procedure to follow in an emergency.

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provision

Consequently, children are effectively protected from harm.

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provision

The childminder monitors children's progress through her observation, assessment and tracking procedures. Therefore, she accurately identifies children's next steps in learning and plans purposeful and challenging experiences that support them to make progress. The childminder has successfully addressed the recommendations from her last inspection. For example, her risk assessments include every outing and she uses her self-evaluation procedures to highlight her own performance and make improvements. The childminder has attended training run by the local authority, which has had a positive impact on her knowledge of how children learn. As a result, children benefit from a well-organised learning environment, where they develop new skills and competences through play.

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provision

Partnerships with parents and other providers are good because the childminder develops relationships with children, their families and schools through daily discussions. The childminder has developed strong links with the local schools and verbally exchanges information with teaching staff about children's learning as part of the transition process. This ensures all relevant information is effectively passed on and recorded to fully support children's ongoing 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 502940 Local authority Wakefield Inspection number 872287 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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