This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.
The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).
The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.
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Description of the childminding
The childminder has been registered since June 2007. She lives with her husband, one adult child and one child aged 16 years in Normanton, near Wakefield. The whole of the ground floor is used for childminding and there is an enclosed area for outdoor play. The childminder is able to take and collect children from local schools and pre-schools. The family has a cat. The childminder has a recognised early years qualification and is a member of the National Childminding Association. The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. There are currently five children attending who are within the Early Years Foundation Stage, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years to eleven years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language.
The overall effectiveness of the early years provision
Overall the quality of the provision is OUTSTANDING
The childminder is highly motivated and demonstrates an exceedingly positive attitude towards continued improvement. Self assessment is robust which results in a provision that responds to all user needs. Partnerships with parents, local schools and other agencies are a key strength and significant in ensuring the individual needs of all children are effectively met. This ensures children continue to make outstanding progress in regard to their starting points, in an environment in which they feel safe and secure.
What steps need to be taken to improve provision further?
To further improve the high quality early years provision the registered person should consider:
obtaining more detailed information from parents at the beginning of a placement about children's starting points and capabilities.
The effectiveness of leadership and management of the early years provision
The childminder works in partnership with parents and others to safeguard children. She demonstrates an excellent understanding of child protection and is extremely confident in her ability to implement safeguarding procedures in order to protect children. She ensures appropriate suitability checks are in place, keeps a record of visitors and demonstrates the importance of never leaving children unsupervised. The childminder provides parents with meticulously detailed policies and procedures which include safeguarding and lost or uncollected children. These are reviewed annually and parents receive any amended copies. Since her last inspection the childminder has demonstrated her commitment to enhancing the quality of her provision through the training that she and her assistant have attended. This includes; Early Years foundation assessment and planning, Letters and Sounds, safeguarding and first aid. The childminder very effectively uses self-evaluation and continuous self-reflection to monitor the effectiveness of her provision. She includes her assistant, parents and children in the process which gives her an excellent understanding of how well her setting works. She has developed first class systems to enable her to liaise very effectively with parents, other professionals and providers of early years to ensure children continue to make the best progress they can. For example, parents are formally invited to discuss their children's progress. They also receive a daily diary and letters that inform them what is happening during their children's day. Any information that is shared by parents about what their children do at home is recorded to help track their children's progress. Assessment of children's progress is expertly developed and very clearly linked to the Early Years Foundation Stage although some gaps are noticeable in the information obtained about children's starting points and capabilities at the start of the placement to help with an initial assessment. Parents have access to children's development records which are also shared with other early year's providers and schools with their permission. Systems in place actively support children through their transition stage to school and this involves a clear record of the children's personal and educational development. This has a very positive effect on children's learning and well-being. Children learn a positive attitude towards others through an environment that reflects the wider world and children's own communities. For example, they are able to freely select from a wide range of books, photographs, role play equipment and activities that prompt them to ask questions and learn about differences. The childminder ensures all children are able to safely and independently select a rich, varied and imaginative range of resources that are not gender biased and are age and stage appropriate. The childminder has an expert understanding of her role and responsibility to ensure all children continue to achieve as well as they can and this includes her systems to help identify and support children who have learning difficulties and disabilities.
The quality and standards of the early years provision and outcomes for children
Children are learning about keeping safe through their daily routine, activities and discussion. They learn about road safety, stranger danger and how to evacuate quickly in an emergency. Good health and well-being is expertly promoted. For example, robust procedures are rigorously implemented to prevent cross-infection and excellent systems are in place to record medication, accidents and existing injuries. Children adopt healthy habits. They drink when they are thirsty and wash their hands very thoroughly before meals and after using the toilet. The childminder promotes healthy eating through varied activities and the provision of freshly cooked meals and healthy snacks. For example, children plant, grow and help prepare fruit and vegetables for their snacks. Outdoor activity and children's knowledge and understanding of the world is significantly enhanced through the provision of regular outings to parks, play areas and nature reserves where they feed ducks, look under logs and stones for wildlife, and look at the changing seasons. Children also benefit from attending a variety of groups at the local children's centre and the library. Indoor activities are successfully extended into the outside play area which children of all ages are able to access freely.
Children are encouraged to develop habits and behaviour appropriate to good learners. They are exceptionally well behaved and are friendly and courteous to each other. They participate in small group activities where they share, take turns and help each other. Children are encouraged to care for their environment and help to recycle household materials using some for junk modelling. The childminder has an excellent understanding of how children learn and is extremely knowledgeable about the abilities of the children she cares for. This enables her to provide appropriate challenges that enable children to achieve and continue to make rapid progress.
Children use their physical skills to negotiate a climbing frame, climbing steps and crawling through tunnels. They make good use of the outside space and enjoy playing energetic games of football and running around in wide open spaces. Children's developing skills in language, numbers and colours are encouraged in an environment that is rich with labels and pictures. For example, posters of the alphabet, numbers, colours and shapes are strategically placed for them to see. Children's interest in counting is demonstrated as they carefully line up pencils and confidently count up to ten. They draw a shape and describe it as a triangle, then decide to make a penguin for the Christmas display. Their counting is further encouraged as they talk about the number of feet they need. Children confidently use glue spreaders and glue to make their pictures.
Children's developing communication skills are encouraged as the childminder uses simple statements which children constantly repeat. For example, she says 'let's move the pencils so you can see your paper'. Children show their understanding as they move the pencils and repeat the words 'see paper'. Children use their imagination well as they use resources to mimic everyday things. For example, they pick up a caterpillar and say 'it's not a caterpillar it's a phone' then hold an imaginary conversation with mummy. Children's contributions are valued and encouraged. They help to tidy resources away and wipe the table before lunch. Children carefully join trains and carriages together, pressing down with their fingers to secure them. They hand carriages out to their friends, inviting them to play. Children become distracted by a long cardboard tube, the childminder sees them and picks one up and blows into it. Children repeat what she has done and walk around singing through the tube. They select smaller tubes and blow into them, look up and smile, hold it against the wall and notice the sound is different. They offer the tube to their friend for them to try. Children sit and listen to popular stories, they use visual prompts and are encouraged to finish off the story in their own words.
Annex A: record of inspection judgements
The key inspection judgements and what they mean
Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality
Grade 2 is Good: this aspect of the provision is strong
Grade 3 is Satisfactory: this aspect of the provision is sound
Grade 4 is Inadequate: this aspect of the provision is not good enough
The overall effectiveness of the early years provision
How well does the setting meet the needs of the children in the Early Years Foundation Stage? Grade 1 The capacity of the provision to maintain continuous improvement Grade 1
The effectiveness of leadership and management of the early years provision .
The effectiveness of leadership and management of the Early Years Foundation Stage Grade 1
The effectiveness of leadership and management in embedding ambition and driving improvement Grade 1
The effectiveness with which the setting deploys resources Grade 1
The effectiveness with which the setting promotes equality and diversity Grade 1
The effectiveness of safeguarding Grade 1
The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement Grade 1
The effectiveness of partnerships Grade 1
The effectiveness of the setting’s engagement with parents and carers Grade 1
The quality of the provision in the Early Years Foundation Stage Grade 1
Outcomes for children in the Early Years Foundation Stage Grade 1 The extent to which children achieve and enjoy their learning Grade 1 The extent to which children feel safe Grade 1 The extent to which children adopt healthy lifestyles Grade 1
The extent to which children make a positive contribution Grade 1
Extent to which children develop skills for the future Grade 1 Any complaints about the inspection or report should be made following the procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk
Annex B: the Childcare Register
The provider confirms that the requirements of the compulsory part of the Childcare Register are:
The provider confirms that the requirements of the voluntary part of the Childcare Register are: