Cannon, Lesley Jane

Inspection date

Previous inspection date 13/01/2015 01/12/2008

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 High priority is given to safeguarding and protecting children. This is evident through highly effective practices that very successfully promote children's well-being and safety.  The childminder's assessments of children's stage of development are precise, highly effective and focused planning is in place to meet children's individual learning, including utilising information from other settings and parents. Teaching is therefore outstanding.  The childminder engages children in highly positive interactions that support them in their personal, social and emotional development and communication and language. As a result, children initiate conversations, ask appropriate questions, get along with each other and behave well.  Children are emotionally secure, happy and content in the childminder's care. They move confidently around, freely accessing an exciting and broad range of resources. The superbly presented and resourced environment enables children to initiate their

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This provision is outstanding

own learning, make decisions and become active learners.  Excellent partnerships exist between other providers, the local school and parents. As a result, children's individual needs are quickly identified and exceptionally well met.

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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 had a tour of the childminder's home, including the kitchen, garden and play areas.  The inspector observed the childminder caring for and playing with the children.

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Inspection activities

 The inspector spoke to the childminder about her practice at appropriate times during the inspection.

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Inspection activities

 The inspector checked the childminder's suitability, qualifications and her policies and procedures, including safeguarding, accident and medication records. The inspector also reviewed her self-evaluation systems and a range of other supporting documentation.

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Inspection activities

 The inspector sampled children's progress records, planning and assessment documentation.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, mother and two children in a house in the Newtonhill area of 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 nine children on roll, seven 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 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder has Qualified Teacher Status and 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:

 enhance children's excellent recognition of numbers in the outdoor environment, for example, by continually displaying numerals, so children can use them in their play in the outdoors.

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who attend

The quality of teaching by the childminder is inspirational. Children are supported exceptionally well in their learning and make outstanding progress in all aspects of their development. Children thrive and are highly motivated to learn in this extremely welcoming and child-centred environment. Well-planned educational programmes cover all seven areas of learning and development and ensure that children experience inspirational teaching and learning. Children's activities are delivered through well-planned adult-led sessions and skilful adult support is available for children when making their own choices about what they would like to do. Children have many opportunities to direct their own play. For example, children are given time to explore and investigate trays with ice in and excitedly discuss what will make the ice melt. The childminder then provides the children with glitter dough and they instinctively link their play to the previous experience, with the

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who attend

support of the childminder; and the children then begin to create snowmen. This ensures that children's opinions are considered and as a result, children feel valued which supports their emotional well-being. Children are confident and active learners who show interest in their vibrant surroundings. The childminder has high expectations of what children can do and applies her expectations to all activities, both planned and spontaneous. She encourages children to think about what they are doing by helping them make connections between their actions and what is happening. For example, by commenting, 'Look you are making the dough thinner' when children are using rolling pins with the dough. In addition, children are confident to make melted snowmen and display high levels of imagination and creativity.

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who attend

Children have access to an exciting and stimulating range of resources in the indoor and outdoor environment. All children explore and investigate outdoors with enthusiasm and excitement, which helps to develop new skills and enjoyment of being in the fresh air. Children have excellent opportunities to develop their understanding of mathematical concepts during games outside. The childminder skilfully introduces numbers and terms, such as weight and size comparisons, encouraging children to begin to think critically about the results of a game. Children are highly engaged and enjoy the challenge the childminder offers. Numbers are displayed in all the areas of the indoor environment and children have an interest in the written numerals. There is scope to enhance this further by providing numerals in the outdoor environment to support the already exceptional learning relating to numeracy. Children have opportunities to develop early writing skills

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who attend

with a range of readily available resources, such as, pens, crayons, pencils and a variety of paper. Children refer to posters and letters around the home to talk about and link these to their own names. The childminder supports older children's knowledge by introducing the phonetic sounds of letters. Writing is further supported outdoors as the children use large chalks and paint brushes with water to make marks on the ground and on fence panels. Children's literacy is developed further as the children have access to a large selection of fiction and non-fiction books. Children take part in story-time and enjoy listening and joining in to familiar stories.

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who attend

Children's individual learning journey files are informative and provide parents with good quality information about children's learning. They are presented to an exceptionally high standard. The childminder takes care to provide a detailed record for parents, carers and children to see and use to reflect on the child's time in her care. Assessments and observations of children are used effectively to plan new and challenging experiences that specifically consider the individual child's needs. The childminder uses her expert knowledge to complete the progress check for children aged between two and three years. This is completed in a timely manner to enable early intervention to be provided for children who may need additional support. Parents are given a copy of this and their views are noted about their children's identified next steps in learning. This means that children make exceptional progress in all areas of learning and are extremely well-prepared for the

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

The childminder shows a consistently detailed knowledge of children, their routines and their preferences in order to support children's emotional welfare. She can, therefore, provide excellent support for children's emotional well-being, which consequently enhances children's learning. The childminder takes time to find out about their preferences, needs and routines. For example, information is exchanged in the form of a routines at home sheet to ensure that specific dietary needs and allergies are catered for and that any medical needs are known and accurately met. This helps to ensure care is consistent, so children make the transition from their home into the childminder's care with ease. Settling-in sessions are offered to parents to ensure that children have sufficient time to form strong attachments. As a result, children quickly feel at ease and begin to form strong relationships. The childminder is highly skilled in recognising the

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

individuality of each child and providing for their different needs and interests. Children are confident to explore their surroundings, safe in the knowledge they have support and they feel secure. They form close attachments to the childminder and enjoy cuddling close to her when she reads a story.

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

Children behave extremely well. They are very thoughtful and caring to each other as they play and share toys really well. The childminder is consistent with how she manages behaviour and children receive excellent praise and encouragement as they play. This promotes children's self-esteem extremely well. Children learn to keep themselves and each other safe as they play. For example, they are sensitively reminded not to run inside, as they may trip and fall. In addition, children are reminded about road safety as they go out in the car and for walks in the local area. They show increasing understanding of keeping themselves safe, for example, when they talk about wearing seat belts and holding the childminder's hand when they go out. The chilmdinder talks to children constantly when they go out, reinforcing their understanding about looking for cars when crossing the road.

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

The childminder collects children from local nurseries and schools. She liaises closely with other providers so that she can extend children's learning and talks to them about children's morning activities. She talks to pre-school children about moving up to school and helps to emotionally prepare children for their future learning. The childminder adopts very effective strategies to help children develop their independence and learn new skills. For example, children are provided with the space and time to master the skill of using a knife when making sandwiches for lunch and putting on their own boots before they go outside. She offers lots of praise and encouragement, giving children the confidence to practise these skills under close supervision. Children show a very good level of self-care and can manage aspects of personal hygiene in relation to their age and stage of development. For example, she talks to children about the importance of washing their

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

hands thoroughly before mealtimes and after playing outside. As a result, children have opportunities to learn effective hygiene routines. All areas of the home are very clean and well maintained to help prevent the spread of any germs. The childminder teaches children about the importance of healthy eating and reinforces this by planning excellent activities, such as making pizzas and sandwiches. As a result, children are learning about being healthy and how to promote their own physical well-being.

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provision

A consistently high emphasis is given to protecting children. This is evident in the childminder's robust knowledge of safeguarding procedures and her extensive understanding of how to protect children from harm. Her safeguarding policy is comprehensive and underpins her practice, including making reference to the procedures to follow should she have any child protection concerns about a child in her care. The policies and procedures also cover the use of mobile phones, cameras and the safe storage of photographs. The procedures are regularly reviewed and updated, and the childminder attends relevant safeguarding training. Visitor identification is requested before entry to the premises to promote children's safety and details are recorded in the childminder's visitors' book. There are secure procedures in place to ensure the suitability of household members and the childminder is fully aware of the need to inform Ofsted of

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provision

any significant events which may impact on her registration. Thorough written and visual risk assessments are completed and cover all aspects of the home, garden and outings undertaken. This was raised at her last inspection as a recommendation, In addition, the childminder can expertly discuss the importance of minimising hazards. Consequently, children's well-being and safety is supported even further.

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provision

The childminder has identified strengths and weaknesses through self-evaluation procedures, which provide opportunities for her to review and evaluate her provision on a regular basis. She involves parents and children in her evaluation. She seeks their views through questionnaires and by assessing children's enjoyment and learning in the activities and resources that she provides. As a result, the childminder is always reflecting upon her practice and demonstrates an excellent commitment, drive and ambition to promoting improvement. For example, she continues to develop her knowledge further by actively participating in further training that becomes available. Children are making rapid progress in their learning, because the childminder has an exceptional knowledge of the learning and development requirements. For example, she meticulously monitors the educational programme to ensure it is sharply focused on helping the children to achieve their next

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provision

Excellent partnerships exist between other providers, the local school and parents, thereby ensuring children's needs are exceptionally well met. The childminder shares information in various ways including daily discussions, newsletters, daily journals and through the careful and appropriate use of emails and text messages. This means the childminder is able to coordinate detailed information about the children and ensure that all adults are able to contribute to the care and learning children receive. The childminder understands how to access support from other professionals if required to enhance all aspects of children's care and development. Consequently, children's individual needs are quickly identified and exceptionally well met. Parents are highly complimentary about the childminder and they are extremely happy with the care and teaching that she provides.

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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 EY376301 Local authority Wakefield Inspection number 858361 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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