Childminder in North Yorkshire

Inspection report for early years provision

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Unique reference number EY334180 Inspection date 09/12/2009 Inspector Dawn Bonica Brown

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, 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.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

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.

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Introduction

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).

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Introduction

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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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2006. She lives with her husband and two children aged 13 and 12 years old, in the Starbeck area of Harrogate, close to local amenities. The lounge and dining room on the ground floor are used for childminding. On the first floor children have access to a bathroom and play room. They also have access to an enclosed rear garden for outdoor play.

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Description of the childminding

The childminder is registered on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register to care for a maximum of six children under eight years, of whom three may be in the early years age group. She is currently caring for seven children, on a part time basis, of whom two are in the early years age group. The childminder takes children to local shops, parks, the library and parent and toddler groups. She also takes and collects children from nearby schools.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder recognises the uniqueness of each child, and ensures that she meets the needs of all the children she cares for. She supports them so that no individual is disadvantaged, and all children make good progress in almost all aspects of their learning and development. The childminder works effectively with external agencies to ensure that children’s welfare is promoted. She demonstrates a good capacity to maintain continuous improvement and evaluates her practise to identify areas for further improvement. The childminder has clear plans for the future, that are well targeted to bring about improvement to the provision and good outcomes for children.

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further?

To further improve the early years provision the registered person should:

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further?

 update the record of risk assessment to include any assessments of risks for outings and trips  identify children's starting points and capabilities in order to monitor their progress. Analyse the observations and highlight their achievements or their need for further support to inform the planning for the next steps in their development  provide further opportunities for children to engage in problem solving activities in every day situations. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder demonstrates strong ambition and has clear targets for her personal development and her provision. She has made many improvements to her provision since the last inspection, which have had a beneficial impact on outcomes for children. The childminder keeps abreast of new developments in childcare through reading trade journals and magazines, and has updated her knowledge of childcare by attending a degree course as well as various other courses to support individual children in her setting. Her self-evaluation is specific and clearly identifies how she will achieve her identified targets for improvement.

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the early years provision

The childminder maintains the records, policies and procedures well through written policies about how she manages her provision. This helps her to work effectively with parents to safeguard children. For example, the sickness management policy is robust and includes details of the exclusion period for each contagious ailment, as well as the procedures that are followed in the event of a child becoming ill in her care. She is knowledgeable about child protection and understands what to do should she have any concerns about a child.

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the early years provision

The premises are well maintained and the childminder gives high priority to keeping children safe. She uses safety equipment well to ensure that children remain safe at all times. For example, the back gate has a very secure padlock to ensure that children cannot escape undetected, and the fire blanket and first aid box are very accessible to adults. Her risk assessments for the home are comprehensive and she undertakes risk assessments for outings. However, she does not make a record of the risk assessments for outings.

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the early years provision

The childminder provides an inclusive practice so that all children have their welfare needs met and achieve as well as they can. She has established good relationships with parents and exchanges information with them on a regular basis, both verbally and in writing, through daily diaries and children's development folders. The childminder encourages parents to contribute to their children's development records and parents express very positive opinions about the childminder and about the care she provides. They are very complimentary about her nurturing skills and the strong relationship she has with the children. Their children settle into her home quickly and show self-esteem and confidence, form friendships with other children and enjoy going to the childminder. Parents find her approachable and open to suggestions.

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the early years provision

The childminder supports children with special educational needs very well and works closely with external agencies to provide the right support for the children in her care and their families. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder has a good understanding of childcare, which helps her to support their learning and development well. She ensures that the learning environment, both indoors and outdoors, helps children make good progress towards the early learning goals. For example, her home is welcoming and inviting. Resources are organised in a manner which allows children good access to almost all areas of play. She rotates the toys according to children's specific choices. For example, she keeps a set of photographs of her resources so that young children select the 'big' toys they want to play with when they arrive, and then select further toys for themselves from low shelves organised in clear plastic boxes.

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and outcomes for children

Children are offered well planned, purposeful play and engage in enjoyable and challenging experience across the areas of learning. There is a good balance of adult-led and child-led activities, and the childminder's planning is specific to each child. Observations are made of each child's progress. However, they are not analysed and used to plan for the next stage in children's development, as the planning does not correspond to the achievements in the observations. Also, children's starting points and capabilities are not identified in order to monitor their progress effectively.

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and outcomes for children

The childminder manages children's behaviour well and teaches them to behave in ways that are safe for themselves and others, as she reminds them about how to use the resources appropriately so they do not cause accidents. They respond well to her expectations of their behaviour and enjoy taking responsibilities, such as, clearing away their toys. The childminder encourages them to share their toys and to say 'thank you' when other children have shown them kindness. She helps them to make friends with each other, and introduces them to people in the community so that they get to see a suitable reflection of people in society. She promotes their understanding of traffic hazards by taking them out on daily walks and practises road safety with them. They learn to avoid risks when helping to prepare food and the childminder talks to them about strangers. Children feel safe because the childminder uses good strategies for helping children to settle in quickly, such

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and outcomes for children

as, compiling a picture book about their families, favourite people and objects, which she uses as a talking point with the children.

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and outcomes for children

Children are encouraged to be active through daily activities in most types of weather, such as walks to the park to use the climbing apparatus. They learn to make the links between the food they eat and where it comes from by using the garden and the childminder's allotment to grow flowers and to pick fruit and vegetables. The childminder teaches them to recycle organic material by letting them put their banana skins in the compost. Children eat a suitably balanced diet and make healthy choices about what they eat and drink. For example, they help themselves to bottled water throughout the day and eat fresh fruit for snacks. They follow good hygiene routines and gain an understanding of healthy practises by learning to use their individual towels to dry their hands.

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and outcomes for children

Children are well supported to make good progress in communication skills. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder promotes their understanding of phonics, encourages language development and speaking skills and helps them learn to recognise letters of the alphabet. The childminder uses effective systems to help children exercise free choice in almost all aspects of their play, such as selecting songs using a picture card. They learn to use programmable toys and operate resources that produce a result, such as, twisting knobs to listen to a sound. Children's problem solving skills are suitably promoted through putting together jigsaws. However, opportunities for them to solve simple every day problems, such as helping to divide the fruit between themselves at snack times, are not taken advantages of. Children investigate a wide range of natural materials through messy play such as painting,

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and outcomes for children

printing, making 'gloop', cooking and baking, growing flowers in the garden and exploring a range of treasure baskets. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

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

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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