Childminder in Wakefield

Inspection date

Previous inspection date 15/01/2015 19/10/2011

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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

 The childminder provides a wide range of activities across all areas of learning that reflect children's choices and interests. As a result, children approach their play with enthusiasm and make good progress.  Children have close relationships with the childminder. She makes good use of settling- in visits to get to know children so that they feel safe and confident in her care.  The childminder has a good understanding of safeguarding issues. As a result, she implements effective procedures that promote children's health and to ensure they play safely.  The childminder is committed to her professional development and improvement. She has clear actions that demonstrate her strong drive to support children's achievements over time.

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It is not yet outstanding because

 The childminder's identification and high expectations of children's next steps is sometimes a little extensive and over-ambitious. This means, planning at times, lacks focus and precision to support children to make even swifter progress.  The childminder is not always involving parents in their children's learning to the highest level. As a result, assessments do not always include comprehensive information from parents about children's learning at home, so that children make the best possible progress they can.

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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 indoors.

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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 some parents through written information provided.

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Inspection activities

 The inspector looked at children's records and discussed planning and self- evaluation arrangements.

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Inspection activities

 The inspector checked evidence of suitability of all household members, and the childminder's qualifications.

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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 her husband and child in a house in Woolley Grange, Wakefield. The whole of the ground floor, first floor, second floor bedroom and garden are used for childminding. The family has two gerbils as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops, park and other places of interest with children on a regular basis. She collects children from local nursery and pre-schools. Children attending before and after school use a bus service operated by the local school. The childminder meets children at a designated area served by the bus. There are currently six children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and

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

 strengthen the already good quality of teaching, by ensuring challenges and high expectations for children's next steps are consistently sharply focused and precise, and ensure time is given for children to consolidate their learning and understanding so that they make the best possible progress they can

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

 enhance the already good partnership with parents by exploring ways to involve them in children's assessments to the highest level, so that assessments are based on a comprehensive knowledge of what parents can share about their children's learning at home, so that planning is exceptional in supporting children to make even swifter progress.

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who attend

The childminder has a secure understanding of how young children learn and develop and overall the quality of teaching is good. Children make safe and independent choices in their play and the childminder skilfully incorporates their individual likes and interests into the planning of activities. As a result, children approach their play with enthusiasm, they are eager to have a go and try new things. The childminder regularly observes children and she uses the information from her observations to track their progress across all areas of learning. Overall, this means she has a good understanding of where children require help and what she needs to plan to support their progression. As a result, children make good progress in their learning and readiness for school. However, at times the childminder's identification of children's next steps is extensive and her high expectations of children are sometimes over-ambitious. This means her planning is not always

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who attend

consistently supporting children to make even swifter progress. Sometimes, the childminder sets challenges too high and she is not focussing long enough on a specific next step, before trying to plan for another. Therefore, children are not always given the time to revisit tasks so that they consolidate their learning and understanding.

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who attend

The childminder is actively involved in children's play. Through her positive interactions, she effectively promotes children's communication and language skills. For instance, she introduces new words and provides a narrative when engaging with the younger children. This helps to build up their vocabulary and supports them to engage easily in conversations. Children enjoy looking at books, including bringing their favourite story from home and selecting books from the library. The childminder supports children to make good progress in their mathematical development. For example, young children use number in everyday situations and older children learn about shape, size and measures through activities, such as sand and water play. Children enjoy exploring nature and the natural world. They talk about seasonal changes, take part in activities, such as discussing what items of clothing they need in winter, and talk about the features of ice and snow.

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who attend

These activities effectively promote children's development in understanding the world. Children are creative and imaginative learners. For example, they engage in role-play activities, such as pretending to be the doctor, making their baby better.

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who attend

Relationships with parents are good. The childminder regularly shares with them information about their children's day, care and progress, including a progress check for children aged between two and three years. She also gathers some good information from parents when children first start in her care. This helps her to plan for their learning based on their likes, interests and skills. However, although she shares her assessments with parents, ways to encourage all parents to contribute comprehensive detail about their children's learning is not always highly successful. Therefore, the childminder is not maximising on what parents can share about children's learning at home, so that children make even swifter progress.

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

The childminder has good relationships and strong bonds with the children, which means they feel safe and secure in her care. Settling-in visits are individual to meet children's needs and include numerous visits to the home, meeting children at groups and visiting children within their own home. These arrangements ensure children feel confident and familiar with their new surroundings and carer. Information sharing with parents about children's needs and care is effective, which means children receive continuity in their care. The childminder takes children to groups so that they can mix and socialise with other children. These effective transition arrangements and secure attachments promote children's emotionally well-being. This positively influences their personal, social and emotional development. Furthermore, it supports children to have the confidence to embrace change, such as starting school.

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

Children have a good understanding of the importance of leading a healthy and active lifestyle. The childminder provides a wide range of healthy snacks and meals. During mealtimes, children have good opportunities to make their own choices, such as selecting what fruit they would like and they talk about the healthy choices they are making. The childminder adopts good hygiene routines to ensure she minimises the risk of illness. For example, children wash their hands at appropriate times and they understand that they need to do this because of germs. Furthermore, following the last inspection, children select their own cup each morning for their drinks. The childminder is vigilant to ensure children do not share these cups so that she promotes children's health and prevents the spread of infection. Children have daily access to outdoors, which means they enjoy the health benefits of playing in the fresh air. Children enjoy walks, engaging in physical

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

activity, such as playing on the climbing equipment, slide, and swings at the park.

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

The childminder's approach to managing children's behaviour is good. She provides consistent boundaries and offers clear explanations so that children understand what she expects of them. For example, she uses a glitter bottle to help children to manage their feelings. They shake it vigorously when upset and watch the glitter slowly move down the bottle as they calm down. Through games, discussions and everyday activities children learn to share, take turns and to be kind to others. As a result, children behave well and they have cooperative and positive relationships with others. The childminder makes good use of praise and she displays children's work around the home. This supports children to have high self-esteem and confidence in their own abilities. Effective organisation of age- appropriate resources ensures children play safely. Children have a good understanding of how they can keep themselves safe. For example, when on outings they adhere to good

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She safeguards children because she has a secure awareness of the potential signs of abuse and neglect. She fully understands the procedures for dealing with child protection concerns, including knowing which agencies she must involve if she has concerns. This means she protects children from harm. The childminder provides a safe learning environment for children. She maintains all required documentation to promote and safeguard children's welfare. The childminder makes good use of risk assessments and daily safety checks to ensure she removes hazards so that children play safely. She ensures all adults living on the premises complete relevant suitability checks and she knows to report any changes that impact on her ability to care for children.

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provision

The childminder fully understands the importance of monitoring and evaluating her service and practice. She has successfully addressed areas to improve from her last inspection, for example, through improved planning, organisation of resources and monitoring of the educational programmes, children now experience activities across all areas of learning. This contributes to children making good progress in their learning. The childminder makes good use of self-evaluation and training to promote a programme of professional development and improvement. As a result, she has a clear vision, training and action plans to achieve her goals to further improve the service for children. Following training, the childminder has a greater understanding of how she can support older children to recognise and links sounds to letters, which enhances their literacy development. Furthermore, self-evaluation and improvement plans are inclusive because they include

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provision

everyone involved in the service, such as children and parents.

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provision

Overall, partnership with parents are good. Parents' comments about the service are positive. They say their children are happy and that the childminder provides a safe, caring and loving environment for their children to learn. Parents know what to expect from the service through their open discussions with the childminder. They receive good quality information through notice boards and numerous written policies and procedures. The childminder works well with other settings children attend, such as school or nursery. She regularly shares her observations and finds out about what children are experiencing in school. This enables the childminder to plan continuity in children's learning. The childminder understands the importance of working with other professionals and external agencies to ensure any learning plans meet children's individual needs. Therefore, arrangements are in place so that children who need additional support or help receive

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provision

care and learning tailored to their individual needs.

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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 EY425662 Local authority Wakefield Inspection number 870238 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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