Childminder in Kirklees

Inspection date

Previous inspection date 31 July 2015 30 January 2012

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The children have good opportunities to make their own choices in play, selecting from a wide range of activities, indoors and outdoors. Therefore, children approach their play with enthusiasm and they have great fun playing with the activities they like and that interest them.  The childminder is actively involved in children's play and she has lots of positive interactions with them. Consequently, children are developing good communication skills. Younger children repeat words and older children confidently ask questions and initiate conversations.  The childminder effectively promotes children's confidence, high self-esteem and positive behaviour. She uses a number of effective methods, including the 'We are learning to be superheroes' and 'tree' displays, to celebrate children's achievements and to discuss simple rules and boundaries.  The childminder's high regard to safety and child protection issues means that she

p.1

This provision is good

keeps children safe. She shares all her policies and procedures with her assistant so that they both take on full responsibility for safeguarding children.  The childminder is committed to her professional development. For example, she holds an early years qualification at level 3. Consequently, she has a secure understanding of how young children learn, which means she supports them to make good progress in their learning.

p.1

It is not yet outstanding because:

 The childminder is not always making the most of her skills in assessing children's learning to plan activities that challenge children to make the best possible progress.  The childminder does not provide high-quality support to her assistants, so that they continue to improve their teaching skills for the benefit of children.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 assess children's learning needs more precisely to make sure all activities are appropriately suited to their level of understanding so that children are supported to achieve at the highest level  enhance the support offered to assistants so that they continually develop their skills and provide first-rate practice to support children's learning and development.

p.2

Inspection activities

 The inspector observed activities in the childminder's home and in the garden.  The inspector spoke to the childminder, assistant and children at appropriate times during the inspection.  The inspector evaluated a planned activity with the childminder.  The inspector discussed self-evaluation, action planning and children's learning with the childminder. She looked at a selection of children's records, planning information, suitability checks and training certificates.  The inspector took account of the views of parents spoken to on the day of the inspection and through information on documentation.

p.2

who attend. This is good

The childminder regularly observes children so that she plans activities that prepare them well for their learning in school. She provides many opportunities for children to develop their literacy and mathematical skills. Younger children use chalks to make marks and older children attempt to write letters on the fence with paintbrushes and water. Furthermore, when children show an interest in the calculator, the childminder uses this opportunity to talk about number and counting. However, she is not consistently using her teaching skills to accurately assess children's abilities and level of understanding. Consequently, she sometimes plans challenges that are too ambitious, which means children wander between activities and lose concentration. The childminder uses her good teaching skills to provide activities that help children to understand simple science. Children explore how magnets work and they use the coloured discs to explore how

p.3

good

The children are happy and they have good relationships with the childminder and her assistant. The childminder makes good use of settling-in visits to get to know children so that she effectively promotes continuity in their care. This means children settle quickly, feel safe, and secure in her care. The childminder regularly meets up with other childminders and takes children to different group activities. Therefore, children have good opportunities to mix socially with other children and experience new situations. Consequently, children develop the social skills and confidence they need to manage change, such as starting school or nursery. Good arrangements are in place to encourage children to lead active and healthy lifestyles. Children routinely adhere to good hygiene routines and they enjoy eating healthy meals and snacks. Children enjoy outdoor activities. The childminder hangs balls along her fence and this encourages babies to

p.3

good

stand and reach out so that they can touch them.

p.3

provision is good

The childminder carries out daily safety checks and completes regular risk assessments to make sure children play safely. She has successfully addressed the areas identified for improvement at her last inspection. She now provides more activities and resources to help children to learn about people and communities. The childminder completes all relevant checks to make sure any assistants are suitable for their role. She has some arrangements in place to monitor her assistant's practice. However, she does not always identify ways to help them further develop their skills and understanding. Consequently, the support they receive is not yet effective enough to promote first-rate practice. The childminder regularly discusses children's progress with parents and any other settings involved in their learning. Therefore, children experience continuity in their care and learning. Parents speak positively about the childminder stating that children love to

p.3

provision is good

attend, they are always happy and the childminder helps their child to progress well.

p.3

Setting details

Unique reference number EY365879 Local authority Kirklees Inspection number 863849 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 6

p.4

Name of provider

Date of previous inspection 30 January 2012

p.4

Telephone number

The childminder was registered in 2008 and lives in Batley, West Yorkshire. She operates all year round from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder works with an assistant.

p.4

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.

p.4

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.

p.4

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’.

p.5

Telephone number

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

p.5