Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 16/10/2012 Not Applicable

p.1

early years provision

This inspection: 2 Previous inspection: Not Applicable 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 Children's individuality is embraced and the childminder supports each child to reach their full potential.  A range of exciting and stimulating activities and learning opportunities are planned for children to ensure they are motivated to learn.  Partnerships with parents are well established and the childminder understands that parents know their child best.  The childminder accesses a wide range of training courses to progress her knowledge and understanding of childcare subjects.

p.1

It is not yet outstanding because

 children's communication and language skills are not fully supported to ensure children make rapid progress from their starting points.  the childminder does not use accessible resources to extend activities in order to fully support children's understanding of the world.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children and the childminder in the main playroom and kitchen.  The inspector carried out a joint observation with the childminder.

p.2

Inspection activities

 Discussions were held at appropriate times throughout the inspection between the inspector and the childminder.  The inspector spoke to parents and took into account their views.

p.2

Inspection activities

 The inspector sampled a range of documentation including children's individual learning and development records, planning, risk assessments, children's attendance register and training certificates.

p.2

Information about the setting

The childminder was registered in 2012 and works from a co-childminder's home in Cottingham, North Humberside. The co-childminder lives with her adult child. The whole of the ground floor, including toilet facilities, and one bedroom on the first floor are used for childminding purposes. There is a fully enclosed rear garden available for outside play.

p.2

Information about the setting

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. Currently there are seven children on roll in the early years age range. The childminder operates Monday to Friday, all year round.

p.3

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

 support children's communication and language skills by asking a range of open- ended questions

p.3

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

 develop the programme for understanding the world by using books and pictures to further support children to learn about the natural environment.

p.3

who attend

Children excitedly enter the setting and are motivated and ready to take part in the activities the childminder has planned. They confidently play alongside others and activities are adapted to meet the needs of the children taking part. For example, children use scissors under the supervision of the childminder, who role models how to use them safely. Training scissors are provided for children that have not yet mastered the opening and closing action effectively to develop their physical skills. Children are engaged and actively cut straws to make collages of hedgehogs. However, their understanding of the natural world and animals is not extended fully by the childminder by using a range of pictures and books to initiate conversations and questions while supporting children to learn about the outside environment.

p.3

who attend

Activities and learning opportunities are planned by the childminder, who knows each child well. She regularly observes each child and plans activities based on their interests and next steps in their development. For example, children who are developing their small muscle skills are provided with laces and threading boards to provide further challenge. Children who enjoy imaginative play are provided with a large selection of puppets. This means they can explore their own ideas creatively. The childminder works effectively with parents to establish children's starting points. This means she can plan effectively to support children to make progress in all seven areas of learning and development. The childminder shares children's achievements with parents on a daily basis, and they can access children's learning and development files whenever they wish. Children have created strong attachments with the childminder and feel safe and secure in

p.3

who attend

the setting. The childminder works closely with parents to ensure children settle quickly. This is done through a well-established settling-in process and sharing of information with parents, who express that their children have settled well and are making good progress with their learning and development. The childminder has attended training on the revised Early Years Foundation Stage and has a good understanding of the prime and specific areas. She monitors children's progress and uses each child's regular observations to highlight any emerging gaps in their learning and development. This means children are individually supported towards the early learning goals.

p.4

who attend

Children learn through positive interaction by the childminder and their peers. They enjoy playing alongside each other and are confident when selecting what they would like to explore. The childminder talks to the children constantly to promote communication and language skills, and children who have been identified as having emerging gaps in their language and communication skills are supported well through accessing a speech and language group at the local children's centre. However, open-ended questions are not consistently used to fully promote children's thinking skills and developing vocabulary. Children are prepared well for transitions because the childminder has formed links with other Early Years Foundation Stage providers. Children learn skills, such as self-dressing and letter and name recognition, to support them moving on to school and the childminder is aware of local schools children will be moving to.

p.4

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

All children are settled in the setting and play well with their peers. They show high levels of confidence and self-esteem as they independently choose the resources they would like to play with. For example, children play with a recycling lorry, pushing it along the floor and pretending it is collecting waste. The childminder promotes conversation linked to this interest, talking about the parents who work collecting waste. This supports children's understanding of people in the community. The childminder knows children well and what their favourite resources are and this means they can be made available for children to access and promote security in the setting.

p.4

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

Children behave very well and respect each other and the childminder. They ask for help when required. For instance, when accessing ribbons to dance with and encourage the childminder to participate in their activity. This shows children's confidence, physical and imagination skills. The childminder uses a calm tone of voice and praises children's positive behaviour and achievements. This means children are proud of their behaviour, and develops their self-esteem. Children's individual routines are closely followed and communicated with parents on a daily basis. Any changes in routine are discussed so that parents and the childminder meet the child's welfare needs. Parents feel listened to by the childminder and are pleased with how she cares for their children.

p.4

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

Children are provided with healthy snacks and they enjoy trying new foods. The childminder regularly introduces different fruit and vegetables for them to sample to develop their understanding of healthy diets. Children are encouraged to wash their hands regularly to promote good hygiene practices. They have access to a well-resourced playroom and secure outside area. Resources are age and stage appropriate and well maintained. Children can independently access resources from low-level baskets and they are learning to take responsibility for resources as they tidy away with the support of the childminder.

p.4

provision

The childminder gives high priority to safeguarding children in her care. For example, she has accessed many safeguarding courses in the last six months, both externally and electronically. The childminder is aware of her role and responsibilities and knows who to contact if she has a concern about a child's welfare. The childminder ensures the setting is safe by carrying out daily visual checks around the setting and contributing to regular risk assessments. This means children can explore the safe environment independently.

p.5

provision

The childminder is committed to supporting all children to make progress in all seven areas of the Early Years Foundation Stage. She understands her obligation to meet the learning and development requirements and has created planning systems to support her to do this. She works with parents to discuss any emerging gaps in children's learning and puts realistic targets in place to support their individual progress, working with parents at all times. This means children's learning and development is consistent between home and the setting.

p.5

provision

The childminder accesses a range of training courses and is fully committed to developing her professional knowledge. She enjoys learning and has created a list of courses she feels would benefit the children in the setting. The childminder is a reflective practitioner and this means she sets herself realistic targets to improve the setting further.

p.5

provision

Partnerships with other Early Years Foundation Stage providers are in place and the childminder meets regularly with others to share best practice. She is keen to share ideas and work with other providers in the local community. Partnerships with other professionals have been established through training courses and accessing local support groups. The childminder is aware of who to contact and where to get support should she need to. The childminder is aware of her strengths and areas for development. She is able to discuss the changes she has planned for the future, and as a result she is committed to continuous improvement.

p.5

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

p.5

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.

p.6

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.

p.6

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.

p.6

Setting details

Unique reference number EY445510 Local authority East Riding of Yorkshire Inspection number 795744 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 7

p.6

Name of provider

Date of previous inspection Not applicable

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.7

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,

p.7

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’.

p.8

Type of provision

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

p.8