Childminder in Kirklees

Inspection date

Previous inspection date 9 February 2015 3 February 2012

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This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder has a good awareness of how young children learn, which ensures that all children make good progress in relation to their starting points.  Children are cared for in an extremely warm and welcoming home. Children learn effectively through a range purposeful activities.  Partnerships with parents and local schools are good. This ensures children receive appropriate help and they are well-supported in their eventual move to school.  Children's all round good health is promoted well within the daily provision of food, fresh air, exercise and hygiene routines.  Children are well behaved because the childminder acknowledges good behaviour through consistent meaningful praise.  Attention to safeguarding the children is paramount. There are effective strategies in place to make sure that children are protected from harm.  Children's emotional well-being is promoted very well. The childminder has formed

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This provision is good

secure attachments with all the children and has a good knowledge of their individual needs.  Children develop good independence skills. The childminder supports them with self- care skills, such as feeding themselves and putting on their own coats and shoes.

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It is not yet outstanding because:

 The outdoor area provides children with fewer opportunities to fully develop their early mathematical skills.  The childminder does not always make the most of all opportunities to encourage children to develop their critical thinking skills.  The childminder does not always maximise the opportunities to observe the good quality teaching of her co-minders in order to raise standards to the highest level.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 provide children with further resources in the outdoor area to promote their mathematical development, for example, by providing more visual displays of numerals for children to use in their everyday play  enhance children's critical thinking by, for instance, using effective questioning techniques to support and promote children's learning even further  focus more precisely on raising the good quality of teaching to an outstanding level, for example, by making regular observations of practice and ensuring targets raised are sharply focused and lead to astute professional development.

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Inspection activities

 The inspector held discussions with the childminder and children at appropriate times throughout the inspection.  The inspector sampled children's assessment records and discussed with the childminder how this informs planning for the children's next steps in their learning and development.  The inspector carried out an observation of a planned activity and discussed the outcome with the childminder.  The inspector checked evidence of the suitability of the childminder and other adults in the household, her qualifications, risk assessments, policies and procedures including the complaints procedure and the safeguarding policy.  The inspector took into account the views of parents from letters written to the inspector.

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who attend. This is good

The childminder's good teaching skills enable her to engage well with children and interest them in their play and learning. For example, she plays alongside the children as they explore the texture of dough. She offers a wide selection of tools to enhance their play. However, she occasionally misses opportunities to challenge children even further by using different teaching strategies. For example, by asking open-ended questions. Children are absorbed in play of their choosing, and through supportive interactions, become explorers. For example, children choose to play with bubbles, spending time using and sharing the wands to blow their own bubbles, and exploring new ways to keep the bubbles in the air. The childminder supports the children's developing interests in numbers. For example, children enjoy making marks with pens and give meaning to their mark. The childminder reinforces this with books and puzzles about numbers. The indoor environment is rich in

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who attend. This is good

print. However, there is scope to enhance this further by providing numerals in the outdoor environment to support the already good learning relating to numeracy.

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good

The childminder makes the setting safe and welcoming. She develops close relationships with the children, so they enjoy cuddles and thrive on the praise she offers. The childminder lives close to a park and local amenities that are well-used to enhance children's experiences and provide further opportunities to develop their physical skills. For example, the childminder takes the children to the local library, where they are part of a larger social group and are encouraged to develop a love of books. Children are reminded about road safety on their walks. This helps them to develop a sense of responsibility for their own well-being, as well as helping them to understand how to act safely. This supports children emotionally with the eventual move to school.

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provision is good

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She reviews her detailed assessments of risk, so that children can play safely. The childminder is keen to improve her provision further and has completed the Ofsted self-evaluation. The childminder has completed training, updating child protection and first-aid qualifications to help keep children safe. The childminder works with two other registered childminder. However, the childminder does not maximise opportunities to observe her co-minders as a training resource, in order to raise the quality of teaching to an outstanding level. Partnerships with parents and other settings are strong; this helps to maintain continuity of care for the children. Systems for monitoring planning and assessment are in place and the childminder ensures children receive good quality care and learning experiences throughout the day.

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Setting details

Unique reference number EY355811 Local authority Kirklees Inspection number 820914 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 18 Number of children on roll 29

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Name of provider

Date of previous inspection 3 February 2012

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Telephone number

The childminder was registered in 2007. She works from a co-minders home in Slaithwaite area of Huddersfield. She operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

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

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