Childminder in North Yorkshire

Inspection report for early years provision

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Unique reference number EY412033 Inspection date 09/11/2011 Inspector Melissa Patel

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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 lives with her husband and children aged 13 months and two years. They live in Skipton, North Yorkshire. The rooms used for childminding are the living room, the kitchen and dining room on the ground floor, and on the first floor, the bathroom and back bedroom. There is a rear garden for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum number of four children at any one time. Of these, one child may be in the early years age range. This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is currently caring for three children on a part-time basis. Of these, all the children are in the early years age range. The childminder is a qualified nursery nurse.

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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 Early Years Foundation Stage is effectively promoted overall, ensuring children enjoy a good balance of indoor and outdoor activities in a safe environment. Children's individual needs are considered effectively, which supports their progress towards the early learning goals well. Partnerships with parents and with other early years provisions are good overall, in promoting children's well-being. Evaluation systems promote good progress of the provision overall and therefore, the outcomes for children are positive.

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further?

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

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further?

 develop activities that extend opportunities to promote positive attitudes towards diversity  extend the information available, to clearly show how children's individual learning progress is reviewed on a regular basis, to consolidate, and therefore, further aid progress  make sure fire evacuation drills include the first floor.

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the early years provision

The childminder has a good understanding of her role in safeguarding children, for example, she has effective procedures to support her in protecting children and she keeps up-to-date with safeguarding issues by using the internet and attending training. The risk assessments are clear and regularly reviewed to reduce any potential risks to children, inside, outdoors and on outings. However, although children practice fire drills, these practices do not yet cover evacuating from the first floor to maximise children's safety. The arrangement of space and resources This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 in the environment is good overall in supporting children's learning and well-being. Equality and diversity is supported well by the childminder overall. For example, the children's individual needs are met well, and there are resources within the provision that positively reflect the differences in people. However, the activities

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the early years provision

arranged to extend positive attitudes towards diversity are not yet maximised.

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the early years provision

Children are effectively supported through ongoing discussion with the parents regarding children's routines. The children's development profiles are shared and parents contribute to these profiles to help promote children's learning progress. The documentation to demonstrate how the childminding provision operates are clear, accessible and shared with the parents. In addition, the childminder provides a welcome pack for the parents to view which gives valuable information on the childminding provision and who lives in the household. The childminder has established clear links with other provisions where children also attend to support their transition and overall welfare well.

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the early years provision

Systems in place for monitoring the provision are good overall. The childminder uses written evaluation to monitor and reflect on the progress of her childminding provision and she researches information to ensure the Early Years Foundation Stage is well met. This helps her review the provision successfully, resulting in her making ongoing continuous improvement. Therefore, the outcomes for children are positive. This is the childminder's first inspection since she was registered and no recommendations were raised at that time. However, the childminder has made positive improvements through devising a clear and effective system overall to support children's learning and through devising a strong set of supporting procedures to promote children's welfare. These improvements support children's learning and welfare effectively.

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and outcomes for children

The environment is conducive to children's overall development because it is organised to help children and babies easily select resources that are of good quality and that suit their interests and abilities. This aids their independence skills well.

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and outcomes for children

Children and babies are learning about the people who help us. They visit a local fire station to see the fire engines. This activity is extended through a display in the home, using pictures and books to further support their understanding about the world they live in. In addition, babies that show an interest in messy activities enjoy exploring the glue, using the spreader comfortably and sticking on pictures that link to the current theme being carried out about people who help us. Children and babies are learning about shape as they work out where the different shapes go in the sorting box. Children enjoy a good balance of indoor and outdoor play. They go on walks and they collect autumn leaves, and as they are learning about autumn they investigate paint and explore different colours. Children and babies are developing skills for the future well as they have many opportunities to investigate toys that require their thinking to operate. They count during daily

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and outcomes for children

routines, such as climbing the stairs, and they are supported well by the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder to aid communication skills through the use of regular language and gestures.

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and outcomes for children

Children and babies are active and start to understand the benefits of physical activity through regular outdoor activities. For example, they use resources in the garden, such as push and pull toys, tents and small climbing equipment. Children also go on regular visits, such as to farms and on walks. Children are offered healthy food options, such as rice crackers and raisons at snack time, and main meals, such as sandwiches in brown bread or lasagne. Other varied fruit options are offered and they drink water. A written meal planner is available to parents. In addition, children stay healthy well as they are cared for in an environment which is hygienically maintained and there are appropriate procedures in place to keep children healthy, such as regular hand washing and using anti-bacterial wipes.

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and outcomes for children

Children are cared for in an environment that presents positive messages about diversity overall, through viewing varied images and some different language text. There are other resources available to support children's learning regarding diversity, such as dolls and books. However, the activities available to promote diversity are not yet fully maximised to extend children's learning regarding the differences in people's lifestyles. The individuality of the children attending is supported well overall through the childminder working with parents and through observing children.

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and outcomes for children

Children and babies are cared for in a secure environment. Good quality interaction from the childminder and well-organised routines help babies and very young children to become confident in the setting. For example, babies respond happily to the childminder during activities through using gestures and simple language and they are eager to participate in daily routines. In addition, they are starting to learn well about keeping themselves safe through events such as practicing the fire evacuation procedure, and they learn about safe boundaries within the setting to keep everyone safe.

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and outcomes for children

The observations and assessments of children are developing effectively, supporting children's learning progress well overall. For example, ongoing observation plans are put into place to help children extend a range of skills effectively, such as self-care skills, confidence, language and skills for the future. However, the information presented to consistently review and consolidate a child's individual progress is not maximised. 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 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 2 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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