Childminder in North Yorkshire

Inspection report for early years provision

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Unique reference number EY431414 Inspection date 06/02/2012 Inspector Karen Tervit

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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 was registered in 2011. She lives in Harrogate, in North Yorkshire and has three children aged 13, eight and five years. The whole of the premises are used for childminding purposes. Children have access to a fully-enclosed rear garden for outdoor play. The childminder has a cat.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of four children under eight years, of whom, three may be in the early years age group. She is currently caring for two children in the early years age range on a part-time basis.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children are happy and settled in the care of the childminder. A suitable range of activities which cover most areas of learning are provided, contributing to children's steady progress in learning and development. Good partnerships with parents are in place. The childminder is beginning to use observations and assessments to inform her practice. The childminder has made a positive start and is keen to develop the provision. Consequently, there is a satisfactory capacity for continuous improvement.

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further?

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

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further?

 develop planning, observation and assessments to identify children's next steps in their learning and development  develop resources and activities to help children to begin to know about other people's cultures and beliefs  develop systems of self-evaluation to clearly target actions for improving outcomes for children  help children to learn how to keep themselves safe, for example by practising the fire evacuation with them.

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the early years provision

Children are suitably protected. The childminder has an appropriate knowledge of the signs and symptoms of child abuse and knows the procedure to be followed if she had any concerns. She holds a current paediatric first aid certificate and records accidents to children whilst in her care. The childminder has all necessary written permissions in place to protect children. The childminder makes daily visual This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 checks of the home and garden and has suitable records of her risk assessments in place. These safety measures help to provide a safe environment for the children to play. The childminder has a clear evacuation route displayed and is confident that she is able to evacuate her home quickly and safely. However, she has not yet practised this procedure with children so as to raise their awareness.

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the early years provision

The environment is warm and welcoming to children and their families and a suitable range of resources is available. This is based on children's interests and are organised so they can make independent choices about their learning and play. However, resources and activities to help children learn about difference and diversity are more limited. The childminder is beginning to develop an awareness of her strengths and weaknesses and is looking at ways to improve her provision. For example, she is beginning to develop links with the local Children's Centre and other experienced childminders. However, systems to further monitor and evaluate her provision to ensure continuous improvement are in the early stages of development. No children with special educational needs and/or disabilities attend the setting. However, the childminder demonstrates an appropriate attitude towards ensuring that all children are fully included at the setting.

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the early years provision

The childminder forms close working relationships with parents and carers. She obtains useful information about each child such as dietary requirements and daily routines. This means that parents' wishes and children's individual needs are effectively met. The childminder and parents share important information about their children on arrival and departure each day. This along with daily written diaries ensures continuity of care. No children currently attend settings delivering the early years foundation stage elsewhere. However, the childminder has a positive attitude to working with other professionals to ensure continuity in care and learning.

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and outcomes for children

Children have positive relationships with the childminder, approaching her freely and confidently. The childminder interacts well with the children, sitting on the floor with them and asking questions about their play. For example, they become engrossed as they play with the childminder racing their cars on the road mat. The childminder has a suitable understanding of the Early Years Foundation Stage learning and development requirements. As a result, children are making sound progress towards the early learning goals. The childminder has begun to make some simple, written observations of what children can do and enjoy. However, these are in the early stages of development. They are not always clearly linked to the areas of learning and do not always show the progress children are making.

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and outcomes for children

Children use their imaginations as they play with the small world figures. They confidently name favourite characters from films. They thoroughly enjoy being creative using materials, such as, paint, feathers, sticky shapes and pasta. Children are developing their physical skills as they negotiate the large apparatus at the local play park. They develop their skills for the future as they explore programmable toys and are encouraged to count and name shapes and colours. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 They use mathematical language as they make cakes. Children benefit from daily opportunities to experience fresh air. For example, they walk to school and go for walks in the surrounding areas, to places such as stay and play sessions and soft- play areas. Children have suitable opportunities to develop an interest in books as they play with interactive books or listen to favourite stories.

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and outcomes for children

Children behave well because they receive sensitive but clear direction, which helps them to understand right from wrong. Children receive regular praise for all their achievements. Children do not attend if they are sick, which enables the childminder to protect others from illness. The childminder provides a range of healthy meals and snacks as well as offering activities and simple discussions to promote children's understanding of the importance of healthy eating. For example, children thoroughly enjoy making their own pizzas with lots of healthy toppings. Regular reinforcement of basic road safety contributes to children developing an awareness of how to keep themselves safe. For example, they always stop at the kerb and look and listen before crossing the road. They talk about the people who help them cross the road safely. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 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 3

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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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