Childminder in Wakefield

Inspection date

Previous inspection date 15/12/2014 20/04/2011

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early years provision

This inspection: 2 Previous inspection: 3 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 works with her co-childminder to effectively evaluate her practice and develops action plans that drive the improvement of the provision to benefit the children who attend.

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It is not yet outstanding because

 On occasions, the childminder asks children questions but does not always give them time to answer. As a result, sometimes children's knowledge and ideas are not explored in as much detail as they could be.  Children's home language is not always fully promoted because there are no labels or displays to help them make connections between English and their home languages.

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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 playroom.  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 spoke to the co-childminder during the inspection.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the 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 setting's own parent survey.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works from the premises of her co-childminder in a house in Featherstone. 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 visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently 15 children on roll. Of these, six are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6.45am to 6.15pm, Monday to Friday, except bank holidays and family holidays. The childminder cares for children who speak English as an additional language and 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:

 give children sufficient time to answer questions before moving the conversation on so that children's knowledge and ideas are always fully explored

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

 enhance children's developing understanding of English, for example, by using displays and labels to promote their home language so that children make associations between their home languages and English.

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who attend

The childminder has a thorough knowledge of children's learning and development. She obtains information about children's starting points, and their interests from parents. The childminder uses the information to plan an effective balance of child-initiated play and adult-led learning that incorporates the seven areas of learning. For example, she plans creative activities that encourage children to use scissors and glue sticks. As a result, they develop control over small tools, which supports their developing early writing skills. The childminder asks children questions to help them recall previous learning experiences and share their ideas. However, on occasions, she does not give children sufficient time to answer before moving the conversation on. As a result, they do not always share their ideas in detail. Nevertheless, children enjoy the educational experiences and they are keen to learn. Children learn early mathematical concepts as they begin to identify colours and

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who attend

shape. They also explore concepts of weight and measure during activities, such as baking. Children develop personal, social and emotional skills as they begin to build relationships. As a result, they have strong foundations that support them in all areas of learning. The childminder talks to them about activities they have shared with their families. Children share their experiences through role play and by acting out narratives with their friends. For example, they use the play kitchen to pretend to cook food for each other and make cups of tea for their guests. Children are supported to use a wide range of writing materials. The childminder helps them to recognise letters and numbers, and they begin to form letters in preparation for their learning in school. Children develop their understanding of written language by choosing from a wide variety of books and sharing stories. The childminder helps them to choose books from the local library. This extends

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who attend

their access to literature. The childminder cares for children who speak English as an additional language. By obtaining basic words from parents, the childminder can promote children's understanding of some words in English. However, there are no labels or displays of children's home languages within in the setting. As a result, children are not fully supported in making connections between their home language and English. Nevertheless, tracking documents show that all children are making good progress in their acquisition of language skills.

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who attend

Information from observations and assessments is used effectively to monitor children's progress and to plan for their next steps in learning. The childminder shares information about learning with other settings to ensure children who experience care in more than one setting, enjoy consistency. Parents are kept informed about educational programmes through frequent emails and newsletters. Detailed observations and assessments are completed and often shared with them, which keeps them well informed about their children's development. The childminder encourages parents to share information about their children's achievements at home and involves them in monitoring their children's progress. This ensures the next steps in learning identified for children are accurate. Tracking documents show that all children are meeting the expected milestones for their age. The childminder completes the required progress checks for children between the

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who attend

ages of two and three years and shares them with parents. This means children who are not meeting their expected milestones are identified quickly. The childminder has secure partnerships with other professionals, such as professionals at the local children's centre. This means she can seek support for children who are not meeting their expected targets. Established partnerships with the local schools mean information about children's learning is shared. Therefore, children enjoy continuity in their learning when they move on to school.

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

The childminder promotes partnerships with parents well and ensures information about children's well-being is shared each day. Information about children's individual care needs is obtained from parents when children first start in her care. The childminder uses the information effectively to help children settle quickly by reflecting their home routines and ensuring each child develops secure attachments early in their care. All children demonstrate they are confident and happy as they independently explore. They are self- assured and are keen to share their learning with visitors. Children are supervised well and kept safe at all times. The childminder teaches them to risk assess for themselves. For example, they learn about road safety during walks to school. During activities, they learn how to keep safe while using everyday equipment. For example, she teaches them how to use small tools, such as scissors safely. As a result, children are developing a secure

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

understanding of how to protect themselves from danger.

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

Children's personal, social and emotional development is promoted well. For example, they play cooperatively during role play as they act out their learning experiences from home. They play well together and enjoy the company of their peers. Throughout activities, the childminder recognises children's efforts by giving them praise and encouragement. This helps to build their confidence and self-esteem. Children use good manners and show respect as they listen and respond well to the childminder and each other. To help children prepare for the move to school, they experience daily routines that reflect those of the school environment. They find their own name when they come into the setting, they enjoy small group activities where they listen to instructions and they attend larger social groups at the local children's centre. Children learn about equality and diversity through a range of activities that develop their knowledge of different cultures and help

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

them to understand why people have disabilities. As a result, children are emotionally prepared for the environment they will experience when they move on to the next stage of their learning. Children's behaviour is very good because the childminder is a positive role model. She uses play opportunities to help children understand how they feel and the effect their actions have on others. As a result, they are developing a thorough understanding of right and wrong, and are learning to manage their own behaviour.

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

Children visit local parks where they use large play equipment and enjoy large spaces in the nearby field to develop their physical skills and play games. This helps them to understand how exercise supports their overall health and well-being. Children enjoy a wide range of healthy snacks and home-cooked, balanced meals. The childminder helps them to understand which foods are good for them and which should be kept as treats. As a result, they are developing their knowledge of how a balanced diet keeps them healthy. Children learn personal hygiene through everyday routines, such as washing their hands. They learn to use the toilet independently and this means they can attend to their own personal care when they move on to school. Children sit together at mealtimes, they find their own cutlery and tidy away after their meal. This reflects the routines they will experience when they move on to school. The childminder sits with them and chats to

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

them about their family and home lives. This means children's understanding of how to use mealtimes as a social occasion where they can be involved in discussions and share their experiences is supported.

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provision

The childminder has a very good understanding of her responsibility to protect children from harm and their safety is given utmost priority. She works with a co-childminder, and there are clear procedures in place for reporting concerns about children or adults. She has completed advanced safeguarding training to improve her knowledge and is able to identify the signs and symptoms that indicate children may be at risk. Clear procedures that govern the use of mobile telephones and cameras within the setting are effectively implemented. The premises are kept secure at all times. The childminder conducts daily checks of the premises and equipment to ensure the environment is safe and suitable for children. Written risk assessments are in place for the premises and places children visit. The childminder uses them to minimise hazards to children and they are reviewed regularly. She also conducts visual checks throughout activities to ensure children's safety

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provision

is maintained. A register of children's attendance, including when they arrive and leave, is in place. This shows that ratios are maintained. The childminder supports parents' understanding of her practice by providing them with copies of policies and procedures so they fully understand the service she provides. She holds a current first-aid certificate, which means she can give appropriate treatment if there is an accident to a child in her care.

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provision

The childminder works with her co-childminder to assess the success of planned learning. She ensures that children's activities offer children high levels of challenge that help them to make consistently good progress across all areas of learning and development. She ensures that children and parents have a strong voice in her setting. For example, she encourages the children and their parents to be involved in planning. This means, the service the childminder provides reflects children's interests and takes into account their abilities. By frequently evaluating her service, the childminder makes an accurate assessment of her strengths and weaknesses. She has developed action plans that drive the continuing improvement of the setting and she has successfully met the recommendations that were raised at the last inspection. Observations and assessments of children's progress are comprehensive and provide a precise overview of children's

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provision

attainment over time. Partnerships with parents and other providers are secure to ensure information is shared. This means, children's needs are met and their ongoing learning and development is promoted. Information is shared with other early years professionals so that they can continue to build on children's learning when children move on to new settings. Parents receive frequent feedback regarding their children's daily care, and progress, through informative discussions and regular progress reports. This means they are aware of the wide range of educational programmes that promote their children's good progress. As a result, parents can promote their children's continuing progress at home.

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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 EY415340 Local authority Wakefield Inspection number 879859 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 15

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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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