Childminder in North Yorkshire

Inspection report for early years provision

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Unique reference number EY355741 Inspection date 29/09/2011 Inspector Katherine May

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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 works in her own home with a fully enclosed back garden used for outdoor play. She was registered in 2007. She lives with her husband and two children aged five and eight years in the suburbs of Harrogate, within walking distance of schools, shops and transport links. She uses the living room and kitchen downstairs and separate toilet and bathroom upstairs for childminding purposes.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children under eight years at any one time, no more than three of whom may be in the early years age range. Currently there are two children in her care on a part-time basis, one of whom is in the early years age range.

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Description of the childminding

The childminder walks to the local school to take and collect children. She is a member of the National Childminding Association.

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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

All children and parents are very warmly welcomed and children consequently feel safe and secure. Children are completely engaged, enthusiastic learners who benefit from the wide variety of stimulating, interesting and creative activities provided. Individual children have their needs exceptionally well met because the childminder takes time and enjoys getting to know them and providing appropriate play and learning. The organisation of resources is excellent. Comprehensive policies and procedures are shared with parents and carers, ensuring the needs of all children are met, along with any additional support needs. The childminder has an extremely positive attitude to continuous improvement highlighted in her thorough self-evaluation and planning documents.

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further?

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

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further?

 continuing to develop partnership working with other settings attended by children to improve the two-way sharing of information regarding children's progress towards achieving the early learning goals. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are excellently safeguarded at the setting because the childminder puts in place all the necessary policies and procedures to keep children safe including when people visit her home. She maintains her records continuously and has very strong relationships with parents and carers so shared information very effectively contributes to the children's safety when in her care. She has very good procedures to follow should concerns arise about a child's wellbeing. The childminder has highly effective risk assessments and makes daily, weekly and monthly checks on her accommodation, toys and equipment, safety equipment in the home, such as smoke alarms. Children take part in regular evacuation practises, made into a game so that they readily participate whilst learning what to do in an emergency.

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the early years provision

The childminder provides many, varied toys and activities at the setting and children can choose freely from what is immediately available. They can also choose using a photograph album of other toys and games that are stored away. The photograph album in itself is a resource used for sharing and talking. Outside the garden shed is full of outdoor games, hoops, bats and balls, pop-up tents and dressing-up clothes from which children can choose to use irrespective of the weather. All toys and equipment are well kept, clean and attractive. A small raised bed allows children to plant and grow vegetables which they eat with enthusiasm.

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the early years provision

The childminder is aware of her strengths and is keen to develop her practice further. She attends training whenever it is appropriate and local to her and reflects on its potential for her setting and care of children. All aspects of play and learning are imaginatively thought about and consequently children enjoy themselves tremendously when at the setting and flourish there. Her extensive self-evaluation demonstrates both the quality of her current practice and her aspiration to continue to provide this outstanding level of care for children entrusted to her.

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the early years provision

The childminder develops close, warm relationships with parents and carers so that long term, trusting dialogue grows over time. This enables the childminder to communicate very effectively with parents in regard to the children's changing needs and interests over time. For example, the childminder is able to support parents if concerns arise about a young child in her care. The childminder works hard at developing partnerships with other providers and professionals to improve transition and outcomes for children.

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the early years provision

The childminder helps children learn about the diversity of peoples of the world and their cultures very effectively. She also considers and supports differences between boys and girls and positively encourages all children. 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 supports children's learning excellently well. Consequently, children make significant progress across all areas of learning. She has strong knowledge of Early Years Foundation Stage and uses this in her planning, for example, using themes such as autumn with related activities like collecting leaves for printing. Children have wide opportunities to experiment and this helps their critical thinking and reasoning. For example, watching snow melt and putting some outside, some on a window sill and some on a radiator, then investigating which melted most quickly and why. This was further developed by making ice, plain and then coloured and repeating the melting experiment. Individual planning and observations and assessment ensure children's individual needs are well met and the next steps are identified and well planned. The setting is excellently well organised and children are able to play outside and in, equally easily, to experience

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and outcomes for children

a rich varied environment that supports their learning and development.

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and outcomes for children

Children feel safe and secure with the childminder because she provides emotionally warm support and care to them all. For example, a new starter at the setting snuggled into the childminder's shoulder and contentedly fell asleep and woke without distress. Children are happy at the setting because of the high quality of practical care and emotional support provided by the childminder. They develop social skills of being considerate and caring of one another because of the example and guidance provided by the childminder. The children learn to make healthy choices about what they eat because the childminder offers options, talks about what foods are good for people and the value of exercise.

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and outcomes for children

Children enjoy and achieve very well at the setting because of the many exciting activities provided by the childminder and her high level of enthusiasm for play and learning. Mundane and routine activities, such as walking to school and home again, are made into exciting games by recognising numbers on houses, colours of cars or plants. Children learn about how plants grow and have enjoyed growing their own vegetables, cucumbers in particular, because the childminder provides these opportunities and supports their activity.

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and outcomes for children

Children of all ages learn skills for the future through use of technology. For example, a young infant plays with push button, pop-up toys and play telephones and older children support their play and learning using a computer to research countries of the world, such as Spain and China. Children's language is extended by the childminder talking widely and with varied language and using games she has devised, such as matching pairs of flags of the world.

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and outcomes for children

Children behave very well indeed at the setting because the childminder explains what is expected of them and guides them in setting boundaries. Older children are able to make choices, move around freely and tell the childminder what has been particularly fun. This is because the childminder has strong, positive relationships with the children and encourages them to express their thoughts and ideas. Children are developing respect for themselves and others and are learning This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 about other cultures and faiths because the childminder creates imaginative projects to introduce new ideas, cultures and diversity. 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 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 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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