Hall, Allyson

Inspection date

Previous inspection date 15/10/2012 30/09/2011

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early years provision

This inspection: 3 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children develop warm and trusting relationships with the childminder. Those who are new to the setting benefit by pre-arranged 'settling in' sessions to help them adjust and begin to feel safe and secure.  The childminder provides children with a varied selection of toys and resources and makes sure they go out for daily walks to benefit from fresh air and exercise.

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It is not yet good because

 systems for planning, observation and assessment are not robust and do not clearly identify action needed to meet the individual learning needs of each child.  the programme for learning is not well organised and some areas are given insufficient attention, so the range of activities are not broad and balanced.  parents are not fully involved in the assessment of children's progress or contribute to the evaluation of the setting's effectiveness.  the fire drill is not practised regularly enough with children to ensure they know what to do in an emergency.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed children's activities taking place in the lounge and the kitchen/diner.

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Inspection activities

 The inspector spoke with the childminder throughout the inspection and together carried out a joint observation of children engaged in free play.

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Inspection activities

 The inspector looked at records relating to children's learning journeys, planning documentation, the childminder's self-evaluation form and a selection of policies, procedures and children's records.

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Information about the setting

The childminder registered in 1992. She lives with her husband and three adult children in Strensall, near to York. She uses the whole of the ground floor of the property for childminding. There is an enclosed rear garden for children's outdoor play. The childminder holds a level 3 qualification. The family has a dog, cat and a tortoise.

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Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of six children under eight, three of whom may be in the early years age group including one child under the age of one year. There are currently 11 children on roll, of whom four are within the early years age group. All children attend on a part-time basis. The childminder takes and collects children from the local primary school. She is close to local facilities in the area.

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must:

 develop the educational programme further by; improving the balance between activities led by adults and those initiated by the children  consider the individual needs, interests and stage of development of each child and use this information to plan more effectively across all areas of learning and development.  improve assessment arrangements to include parents and partners and focus on shaping learning experiences tailored to meet the individual learning needs of each child, helping them make progress and support transitions.

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To further improve the quality of the early years provision the provider should:

 ensure safety measures include practising the fire drill more regularly with children

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To further improve the quality of the early years provision the provider should:

 improve self-evaluation by taking into account the views of parents and children.

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who attend

The childminder has a reasonable knowledge and understanding of the seven areas of learning. She appreciates how young children learn through play but the range of activities and learning experiences she provides are not well balanced between those that are led by her and those initiated by children. She observes the children and records some aspects of their progress in their individual learning journals. However, written accounts lack depth across the areas for learning and it is not always clear how she intends to plan for children's next steps. Photographic evidence included in records of assessment give parents a flavour of the range of activities their child gets involved in. Although they are not given the opportunity to include their comments or share information more successfully about what their child can do or their aims for future learning targets. The childminder has yet to implement the progress report check at age two but is able to talk

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who attend

about what children in her care are able to do. She does not use this information very well though to inform or organise her planning, particularly to include children's individual interests or ensure all areas of learning are confidently addressed and systematically covered over time.

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who attend

Children are adequately supported in the acquisition of communication and language skills and in their physical, personal, social and emotional development to enable them to make satisfactory progress in their learning. For example, children are encouraged to hold conversations with the childminder and they respond well to her questioning. The youngest children are experimenting with sounds and some can name correctly animals they find in a popular book, such as a horse. The routine of the session is not always well organised to enable children to benefit from activities they choose themselves or led by the childminder with a planned focus or include times when everyone gets together as a group so that children can learn from each other. Children make some independent decisions regarding the toys and equipment provided but current arrangements reduce the opportunity for a wider range of resources to be available helping keep children interested

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who attend

and motivated. Sometimes activities are planned around a theme or a topic.

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The contribution of the early years provision to the well-being of children

Children approach the childminder easily and clearly make their needs known. For example, to help them find a particular toy or to look through a book. New children are given the opportunity to attend the setting for short periods to help them 'settle in'. This helps the childminder get to know each child and form appropriate bonds. A written assessment is made as children start to attend the setting but this is not carried out in conjunction with parents to give an accurate overview of children's starting points. Verbal information is, however, shared frequently with parents including children's care routines. Parents provide all food for children but the childminder makes sure she keeps beakers of fluids filled during the session to prevent children becoming thirsty. Children are given small bowls of fresh fruit for a mid-morning snack. This does not always take place at the dining table resulting in food being spilt and a missed opportunity for children to benefit

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The contribution of the early years provision to the well-being of children

from joining together as a small, social group.

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The contribution of the early years provision to the well-being of children

Children go out for walks within the community regularly. Those who walk are encouraged to hold hands to help them begin to understand about keeping themselves safe. They go to and from the local school and use the garden or nearby park for physical exercise. Sometimes children attend the homes of other childminders to experience play with a wider circle of friends. There are well established links formed with the local playgroup that some children attend. Appropriate information is exchanged verbally but does not yet extend to sharing a clear assessment of what children know and can do to ensure they are well prepared for their transition into other settings and school.

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provision

The childminder has a sound understanding of her practice including areas for improvement. She demonstrates a willingness to learn and has identified an appropriate training course she would like to attend in the future to develop her knowledge and understanding in the area of planning for children's early education. She holds a valid first aid qualification and is actively seeking to renew this in good time before the expiry date. A self-evaluation exercise has taken place but has not taken into account the views of parents or children. The childminder understands her responsibility to keep children safe and is aware of the action to take if she has any concerns about a child. She has ensured relevant checks are carried out on all adults in the property to ensure they are suitable to be in close contact with children. Records of risk assessments are in place but show that the fire drill that has been shared with children in the past has not been practised for

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provision

some considerable time to be sure they know what to do.

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provision

Parents and partners are kept reasonably well informed but are not involved effectively enough, particularly to share information about the start of children's learning journey, the progress they make along the way and the stage they are at as they move onto other settings. The systems for planning, observation and assessment lack strength to ensure all children's skills, abilities and progress are regularly monitored to provide an accurate understanding of where children are at and identify future learning targets. Learning through play is recognised as valuable to help children progress and develop and the educational programme is adequately organised and managed to ensure experiences across areas of learning adequately meet the needs of all children, in most areas.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number 321221 Local authority York Inspection number 819160 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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