Childminder in Wakefield

Inspection date

Previous inspection date 12/01/2015 05/12/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder works closely with parents to track children's progress and activities are shared with them. As a result, parents are well informed about their children's learning and can continue to support their children's learning at home.  The childminder teaches children to assess risks for themselves. As a result, they are learning how to keep themselves safe.  The childminder helps children to build relationships and offers them appropriate levels of support during the move onto the setting and onto school. As a result, children are emotionally prepared for the next stage in their learning.

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It is not yet good because

 The childminder has not informed Ofsted that she is working with an assistant. This means she is not meeting all of the requirements of the Childcare Register.  Sometimes during small group activities there is too much focus on the older children. As a result, the youngest children are not always well engaged.  There are few opportunities for children to enjoy outdoor play in inclement weather. As a result, they do not benefit from learning experiences that wet and windy weather can provide.

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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 childminder's home.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of the inspection.

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Inspection activities

 The inspector looked at children's records, planning documentation, and a range of other documentation, including policies and procedures.

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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 lives with two children in a house in the Horbury area of Wakefield. The whole of the ground floor and the rear garden are used for childminding. The family has two dogs, three cats, two rabbits, three snakes and two bearded dragons as pets. 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 five children on roll, all of whom are in the early years age group. Children 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:

 ensure the needs of the youngest children are fully taken into account during small group activities to ensure they always enjoy challenging and purposeful play that fully promotes their good progress

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

 provide activities that children can enjoy in all weathers so that they benefit from the learning experiences that outdoor play in wet or windy weather can provide.

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who attend

The childminder demonstrates a suitable understanding of the learning and development requirements. Children enjoy settling-in sessions with their parents and the childminder uses the time to obtain information about children's starting points and their interests. Parents are kept informed about their children's progress through an electronic system where they can access their children's records at any time. This means parents have a good understanding of how their children are meeting the expected milestones for their age. As a result, they can continue their children's learning at home. Parents are encouraged to share information about their children's learning experiences, and their achievements. This two-way flow of information ensures the childminder has a sound knowledge of each child's learning needs. The childminder completes progress checks for children between the ages of two and three years and shares them with parents. This

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who attend

means any areas of learning where children might not be meeting their expected targets can be identified, and early intervention sought to ensure specific learning needs are addressed. Tracking of children's progress shows that all children are meeting the expected milestones for their age.

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who attend

The childminder takes into account children's interests, such as construction, when planning activities. She demonstrates through discussion, that she has a suitable knowledgeable of each child's stage of development. The childminder takes into account children's different learning styles to plan purposeful learning experiences. For example, children enjoy story time where they develop an understanding of early literacy and learn how stories are structured. The childminder uses props, such as puppets to promote children's understanding of language. She also supports their imaginative play as they begin to develop their own stories. The childminder promotes early mathematics as children use a range of materials to count. They also learn about mathematical concepts, for example, weight and measure. However, during small group activities, there is sometimes too much focus on older children's play. As a result, the youngest children lose

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who attend

interest and do not always benefit from the activities on offer.

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who attend

The childminder provides an appropriate balance of child-initiated play and adult-led learning. Children develop some of the skills they will need when they move on to the next stage in their learning, which is usually the local nursery school. For example, they choose their own resources, and learn to listen and concentrate for short periods of time. They also enjoy activities that encourage them to use their imagination, such as role play. The childminder shares information about children's development with other early years providers and this ensures they enjoy continuity in their learning when they move onto other settings.

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

The childminder has a good understanding of how secure relationships promote children's emotional well-being. She gives them appropriate levels of support during periods of change. Short settling-in sessions with their parents help children to develop secure attachments early in their care. Children demonstrate they are content and settled. The childminder is a good role model. She encourages children to be kind, share and play cooperatively. She helps children to understand why they should include others in their play. This helps them to build secure peer relationships that prepare them for the larger social environment of school. Children attend playgroups where they build friendships in larger social groups. This means they are emotionally prepared for the next stage in their learning.

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

Children's safety is given suitable priority. The childminder is attentive, ensuring they are supervised appropriately and are kept safe. Children are encouraged to assess risks for themselves during their play and during outings. For example, they learn how to stay safe around water and they learn how to use large play equipment safely during visits to the park. This means they are developing a sound understanding of how to keep themselves safe. The childminder uses clear explanations to promote children's understanding of right and wrong. Boundaries are consistently reinforced and simple explanations help children to understand the consequences of unwanted behaviour. The childminder works with parents to develop strategies to manage unwanted behaviour. As a result, children receive consistent messages. Information about children's well-being is shared with parents each day. This ensures children enjoy continuity in their care.

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

Children benefit from outdoor play most days. They visit local parks where they enjoy large open spaces for running and climbing. They learn to steer and pedal ride-on toys and they use outdoor equipment for balancing. This means children develop physical skills, while learning how exercise supports their overall health and well-being. They also develop their understanding of the world around them during walks in the community. However, there are few opportunities to enjoy outdoor play in inclement weather. Consequently, children do not benefit from learning experiences that can be enjoyed in wet or windy weather. Children enjoy a suitable range of healthy meals and snacks, and they make choices about the food they eat. This helps them to understand how making healthy choices promotes their health. They learn personal hygiene through daily routines. As a result, they can attend to their own personal care when they move onto school.

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provision

The childminder sometimes works with an assistant. The assistant is registered as a childminder and her suitability to work with children has been checked. However, the childminder has not notified Ofsted that she has an assistant working in her setting. As a result, she is not meeting the requirements of the Childcare Register. The childminder demonstrates a suitable understanding of the signs and symptoms of abuse, which means she can identify children who might be at risk from harm and keep them safe. The childminder shares policies and procedures with parents and her assistant. This means they understand the service she provides and the measures in place to keep children safe. The childminder understands the procedures to follow for reporting any concerns about children or adults. This ensures children are suitably protected.

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provision

The childminder has taken appropriate action to address weaknesses identified at previous inspections. She has begun to develop self-evaluation. This means she identifies some of the weaknesses in her practice and accesses training to build on her skills. For example, she has completed training in observations, assessments and planning. Records of accidents to children are kept and permission to administer medicines is obtained from parents. This contributes to maintaining children's health and well-being. Attendance registers, including the times when children arrive and leave, are completed. These show that ratios are maintained. The childminder completes risk assessments of the premises and of places children visit. This ensures the premises are safe for children to use and that they are kept safe during outings.

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provision

The childminder has a sound understanding of the learning and development requirements. She demonstrates an appropriate knowledge of each child's stage of development. She provides resources that encourage children to investigate independently and provides adult-led activities that in general, support children's steady progress. Partnerships with other early years providers are established. This means information that supports children's continuing development is shared. The childminder's evaluation of activities ensures most weaknesses in planning are addressed. As a result, learning experiences in most instances, offer children suitable levels of challenge to support their continuing progress. The childminder understands how to seek support from other professionals if children do not meet the targets set for them. Parents are kept informed about the activities children enjoy, and their progress, through discussions each day and

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provision

an electronic system, which they can access whenever they wish. The childminder seeks feedback from parents and children through daily discussions and their views are taken into account.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 notify Ofsted of the name date of birth, address and telephone number of any person working with children (compulsory part of the Childcare Register).  notify Ofsted of the name date of birth, address and telephone number of any person working with children (voluntary part of the Childcare Register).

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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 EY430246 Local authority Wakefield Inspection number 875940 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 5

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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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