Childminder in East Riding of Yorkshire

Inspection report for early years provision

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Unique reference number 314377 Inspection date 11/05/2011 Inspector Jackie Phillips

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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 assesses 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 0300 123 1231, 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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T: 0300 123 1231 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 registered in 1988. She lives with her husband in the village of Swanland within the East Riding of Yorkshire. The entire ground floor of the property is used for childminding. There is an enclosed rear garden for children to access outdoor play. Children are taken for walks and outings to places of interest within the local community.

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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. She may care for a maximum of six children under eight years at any one time, three of whom may be in the early years age range, including one child under one. Currently, there are 15 children on roll; of these nine are within the Early Years age group.

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Description of the childminding

The childminder is a member of a local childminding group. She holds a level 3 qualification in Childcare and Education.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The setting is highly effective. Outcomes for children are outstanding and all major aspects of the provision are excellent. Robust relationships with parents and partners exist offering children consistency in their learning and helping them make significant progress. The childminder has a strong commitment and drive to bring about sustainable improvements to her provision. She plans to develop further the garden to reflect the high quality learning environment provided indoors.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 developing further the outdoor learning environment.

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the early years provision

The childminder knows exactly the required action to take if concerns are raised about children's welfare or well-being. She clearly understands her role and responsibility to protect children from harm. She regularly assesses potential risk indoors and outside the setting. For example, visiting places before taking children on outings to ensure any possible hazards are identified. The childminder has attended appropriate training to support her secure knowledge and understanding of safeguarding issues. She provides an extremely welcoming environment and genuine bonds are in place with children helping them feel very safe and secure. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children are very talkative and confident when visitors are present and openly demonstrate affection for the childminder. This shows they are comfortable and relaxed in her care.

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the early years provision

Children benefit greatly by the provision of an extremely well resourced and expertly organised playroom. Furniture, furnishings and an extensive range of toys, equipment and resources successfully supports all children's learning and development. The majority of resources are very easily accessible supporting children's independence, choice and decision making skills. The learning environment is vibrant and stimulating. Pictures, learning posters, examples of children's construction models, creative work and certificates they have received are attractively displayed. The childminder encourages non stereotypical play, for example construction and cooking to girls and boys equally. The outdoor learning environment is beautiful with well-established borders, magnificent trees and a vast expanse of grass for children to run and release excess energy. A varied range of outdoor toys and equipment are provided for children to use. Their

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the early years provision

attention is drawn to the changing seasons and they remember the autumn when the tree had apples on it. Currently, though this potential environment for learning does not strongly match that provided indoors.

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the early years provision

Regular observation and assessment of children's progress takes place. Clear plans for future learning targets exist through secure methods of tracking. The childminder confidently uses what she knows about each child's starting points and capabilities. This is because she works very closely with parents and other providers delivering the Early Years Foundation Stage. The childminder is extremely aware of the benefits of partnership working leading to improvements in children's achievements, well-being and development. She recognises the advantages when all partners involved in the care and education of children work closely together to enable them to reach their full potential. The methods she employs to ensure success in this area are securely established. The benefits to children are they are confident, outgoing and their individual needs exceptionally well met.

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the early years provision

The childminder finds out the views of children and parents through discussion and welcoming their written comments. Many parents contributed to the inspection process and expressed their high appreciation with the service they and their children receive. Since the last inspection the childminder has gained a recognised childcare qualification. She evaluates her practice and has plans for the future that will bring about sustainable improvements to the provision and outcomes for children. For example, investigating further training at a higher level and continually working to meet the needs of children and parents. She has a strong desire to maintain the high quality provision of an exceptional standard that she currently provides.

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and outcomes for children

The very well-organised setting provides children with endless opportunities for them to be independent and effectively make informed choices and decisions. For This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, toys and resources are stored at child level. Expectations for children are high and as a result they play a dynamic role in their learning. They make their needs clearly known to the childminder. They decide to dress up and know exactly their chosen role model. Their imaginary play reflects accurately experiences they encounter. For example, the police officer speaks into their 'walkie talkie' and says they are on the look out for 'naughty people'. The nurse asks 'who is poorly?' as they use items from the pretend first aid kit readily available.

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and outcomes for children

Children are self-assured as they introduce themselves and state how old they are. They expertly recall past events, for example, a recent trip to the hospital in an ambulance and holidays. They have a very good understanding of number and counting and name colours confidently. They benefit by the childminder who challenges them to think critically and uses aide memoirs to help them remember. Children are enthusiastic learners and self-esteem is high. They are proud to talk about their individual contribution to the beautiful 'Spring' display on the wall that all children have created. They discuss forthcoming events such as Sports Day and how they can run very fast. Books and stories play a significant part in children's learning. Alongside other organised trips and outings, they visit the library frequently. They choose books and get involved in group story and music times. Favourite books are spoken of fondly and children remember story lines well,

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and outcomes for children

particularly those with a humorous content. Often children accurately predict the endings to stories. They can match words that rhyme, such as 'germs and worms'.

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and outcomes for children

Children understand about health and safety. They practise the setting's emergency evacuation procedure and discuss the dangers of cars and traffic when walking within the community. Spontaneously they wash their hands before eating and know that in doing so they 'wash off the germs'. They develop a sense of place within the society in which they live as they take frequent walks within the local area and attend parks, groups and Children's Centres. They are involved in activities that raise their awareness of our multi-cultural society and use a varied range of toys and resources to support this. Children play harmoniously alongside their peers and their behaviour is exemplary. They respect their environment by tidying up after themselves and learning aspects of recycling. Children are very well-equipped with skills they will need in order to extend their learning. 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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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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