Childminder in Wakefield

Inspection date

Previous inspection date 12/12/2014 26/10/2011

p.1

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

p.1

This provision is good

 Teaching is very strong and children benefit from a broad range of good quality resources that effectively support their learning and development. As a result, children make good progress in their learning and development.  Children are provided with a warm, friendly and stimulating learning environment in which they are content, willing and stimulated to learn.  Children's personal, social and emotional development is promoted well by the childminder. Consequently, children are happy, settled and secure and the relationship between the childminder and the children is good.  The childminder has established effective links with the local school to ensure continuity of care and learning for all children.  The childminder keeps children protected from harm because she has a good knowledge of the safeguarding procedures should she be concerned about a child.

p.1

It is not yet outstanding because

 Children have fewer opportunities to focus on a variety of text and print in the environment, meaning older children have less chance of recognising words in different contexts, to enhance their early literacy skills.  The childminder sometimes provides worksheets and pre-designed sheets for the children to complete. This can sometimes limit children's input and restricts them from creating and contributing their own ideas and thoughts.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the playroom and had a tour of the kitchen, lounge and outdoor area.

p.2

Inspection activities

 The inspector spoke with the childminder and her assistant at regular intervals throughout the inspection and made observations of the children present.  The inspector spoke to the children during free play.

p.2

Inspection activities

 The inspector checked the suitability of all adults living and working on the premises, and the childminder's qualifications.

p.2

Inspection activities

 The inspector sampled a selection of relevant documentation, including observation, assessment and planning sheets, policies and procedures.

p.2

Information about the setting

The childminder was registered in 2004 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 Ossett, Wakefield. The childminder works with an assistant. There is a dedicated play room which is used for childminding. The garden is used for outdoor 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 18 children on roll, of whom 10 are in the early years age group and attend for a variety of sessions. The childminder opens 6.30am to 6.30pm, Monday to Thursday, and on Friday the childminder works from 7.30am to 1pm. She operates all year round expect for during family holidays.

p.3

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

 maximise children's literacy skills, for example, by displaying a variety of text and various styles of print, and using photographs within the learning environment

p.3

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

 provide varied resources, experiences and activities to encourage children's early writing skills which give children greater freedom to experiment, develop their creativity and contribute their own ideas and thoughts.

p.3

who attend

The quality of teaching is strong and as a result, children make good progress in their learning and development. The childminder and her assistant have a good understanding of child development. They fully understand how children learn. They are very well- informed about each child's individual need, ability and stage of development. Children are given a good range of hands-on learning experiences. They freely access a wide variety of toys and resources, which meet their individual needs and promote all areas of learning. Children take pleasure in spending time with the childminder as they join in with a variety of interesting activities. The activities are planned in advance. This is very flexible to allow children to do what they want. All activities effectively reflect children's individual interests. This helps children to develop the characteristics of effective learning. For example, children are provided with interesting toys and equipment that foster their

p.3

who attend

curiosity and imagination. As a result, children are keen to role play with the bricks and role play set. Children confidently explore the environment, knowing that the childminder and her assistant are close by and they readily seek them out to share play experiences. Children take part in creative activities and food-testing sessions for different celebrations, such as Easter and Christmas. 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.

p.3

who attend

Effective monitoring of the educational programmes ensures that all aspects are included well. 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 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 and her assistant to fully support and promote children's next steps for learning. The well-organised resources both inside and outside, provide good support to children to make independent choices and explore

p.4

who attend

freely. Children have free access to creative resources and are encouraged to participate in messy play. However, the childminder sometimes provides worksheets and pre- designed printed sheets for the children, which limits children's input and restricts them from creating their own ideas and thoughts.

p.4

who attend

Children enjoy regular visits to local events, such as toddler groups, the library and parks. Children access outdoors and have a good variety of physical play activities to choose from. The childminder teaches well-planned activities, which reflect children's needs and stages of development. For example, the childminder sets out several different construction activities with role pay toys to build on children's prior skills. Children explore the bricks with curiosity and challenge them self to role play different scenes, whilst building new shapes and constructions. The childminder supports children's language and communication skills well. She responds well to young children and babies verbal and non verbal gestures. She introduces single words and repeats words after them so that young children hear the word pronounced correctly. The children are starting to understand the rules of conversation. This is because the childminder talks to them, awaiting their

p.4

who attend

response which she values and praises. Throughout play the childminder has inviting body language, soft tones, actions and smiles to encourage communication. Children have a good range of books to choose from to enhance their literary skills. However, there are few variations in the printed displayed words and few photographs in the environment to further enhance children's already good early literacy and communication skills.

p.4

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

Children are happy and settled as the childminder and her assistant provide a warm and homely environment. This supports children's emotional well-being and results in children who are confident, motivated and active learners. The childminder makes sure she obtains information from parents about the children's likes, dislikes and their care routines. Children are confident and talk to visitors freely. The childminder meets children's individual needs well. The childminder works closely with parents to effectively support children. She follows their individual routines and care needs to ensure they experience continuity. The childminder has also spent time with the children's family and encourages them to visit and play regularly so she can get to know the entire family well. This helps children to move between home and the childminder's care with little disruption or disturbance. The childminder and her assistant are well deployed, so wherever children

p.4

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

play, someone is there to supervise them. Children have lots of opportunities to see positive images of race, gender, 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.

p.5

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

Children show a strong sense of belonging at the setting. The dedicated playroom is an exciting and interesting environment for children to explore and have fun in. Children show their attachment to the childminder by indicating they want her to join in with their play, speak to them or have a cuddle. She responds to their wishes and engages with them with enthusiasm. Children behave well and the childminder reminds them of the rules on the rare occasions where they behave inappropriately. This gives children clear guidance and helps them to understand what is expected from them. Children comply fully with expectations and learn to keep themselves safe in an emergency through practising the escape plans. Becoming increasingly safety aware, making friends and learning self- care skills, means children gain essential skills and attitudes to support their future move to other settings or to school. Children's independence is promoted well. For example,

p.5

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

they choose and easily select resources for themselves. Resources are safe and meet children's learning and development needs well.

p.5

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. 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.

p.5

provision

The childminder fully understands her responsibility to meet the welfare requirements and is committed to the safety of the children. Children are safeguarded as the childminder has a clear understanding of the action to be taken should she be concerned for a child's welfare. She has completed training in this area and has a clear safeguarding policy which is shared with parents and carers, ensuring they are fully informed of the childminder's responsibility to protect children from harm. Areas that children have access to are monitored appropriately and risk assessed to ensure that overall action is taken to minimise any identified hazards. This ensures that children remain safe in her care. All parents are aware of the assistants and permission is in place for them to care for the children alone, including for short periods of time. The childminder is organised and completes all the necessary paperwork, such as children's information and a record of

p.5

provision

their attendance. Her policies and procedures are shared with parents so they are aware of her responsibilities.

p.5

provision

Recruitment systems are good and help to ensure adults are suitable to work with children. All adults in the household are suitably vetted to work with children and receive a full induction so that they are aware of the vision and expectations of the setting. The childminder and her assistant evaluate their practice and develop future plans to concentrate on improving learning outcomes for children. They have a good awareness of their individual strengths and bring these together to ensure children are getting the best practice and care in the setting. The childminder and her assistant monitor children's progress well and have a very good awareness of their abilities and skills. The well thought out planning helps the childminder to ensure that the she covers each area of learning. Adult-led activities and resources are used effectively to support children's learning in a way that acknowledges that all children develop at their own pace. The

p.6

provision

childminder demonstrates a good understanding of 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.

p.6

provision

Partnerships with parents are well established, ensuring children's development is effectively enhanced while meeting their needs and supporting smooth transitions to nursery or school. Parents are able to share information about their children with the childminder, for example, as they discuss children's progress when dropping off and collecting their children. The childminder has a clear understanding of her responsibility to work in partnership with other childcare providers and professionals to enhance learning opportunities. She has established links with local agencies and some schools to support all children to ensure continuity of care and learning for all children.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY283337 Local authority Wakefield Inspection number 861143 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 18

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10