Childminder in North Yorkshire

Inspection date

Previous inspection date 06/11/2012 02/09/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children's communication and language skills are supported well by the childminder, who listens carefully to children and asks a range of open-ended questions to develop their vocabulary.  The childminder embraces each child's individuality and has formed strong bonds with each child and their family. She nurtures children well and as a result they feel safe and secure, demonstrating high levels of confidence and self-esteem.  Children behave very well and have created firm friendships. They show respect towards each other; sharing resources and discussing special friendships with the childminder who enthusiastically supports them to recall memories and shared past events.

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It is not yet outstanding because

 There are fewer opportunities for children to observe a range of print in the environment in order to support their early literacy skills.

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

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Inspection activities

 Discussions were held at appropriate times throughout the inspection between the inspector, the childminder and the children.

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Inspection activities

 The inspector took into account parent's views through comments in children's learning and development records.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2000. She lives with her 15 year old child in a village near Selby, North Yorkshire. The whole of the ground floor of the childminder's property, including toilet facilities, is used for childminding purposes. There is a fully enclosed rear garden available for outside play.

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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. The childminder operates Monday to Friday, all year round, except bank holidays. Currently there are four children on roll, of which one is in the early years age range. The childminder is a member of the National Childminding Association. She is also an approved foster carer.

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

 develop the educational programme for literacy by: creating an environment rich in print, for example, by providing name cards, labels and written signage which children are familiar with.

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who attend

The childminder has good knowledge and understanding of how children learn and develop. She is able to discuss each child's progress in all seven areas of learning and plans their next steps effectively. This means children are enthused, motivated to learn and make good progress towards the early learning goals. Baseline assessments are completed when children have settled into the setting and this supports the childminder to quickly focus her planning on the individual learning needs of each child.

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who attend

Children are developing their personal, social and emotional skills as they enjoy looking through their personal development files. For example, they talk fondly with the childminder about friends who have left the setting, they recall events, such as the Diamond Jubilee, visiting a local wishing well and competing in a mini Olympics session. They talk about the fun they had and this supports children to develop a positive sense of themselves and others.

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who attend

Children display high levels of confidence in the setting. For example, they individually sing songs they have learnt at other early years provisions and discuss growing up and having their own children one day. This shows children are understanding the world and developing thoughts and vocabulary to discuss events in the future.

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who attend

The childminder uses a range of open-ended questions to support children's critical thinking skills well. For example, she asks children how she will be able to move around the setting while they pretend to paint the playroom floor. The children use their imaginations to respond and are enthusiastic when they claim they have created a special dry paint.

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who attend

Children independently select from a wide range of well-maintained resources. They use wax crayons and animal stickers to creatively design pictures to display on their bedroom walls and are proud to show painted pictures of butterflies they have previously created. Although opportunities are provided for children to make marks there is scope to develop further opportunities for children to access a range of letters and words to develop their early literacy skills.

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who attend

The childminder discusses children's progress with parents and other Early Years Foundation Stage providers, who all work together on identified next steps. This supports continuity of learning and development for each child. The childminder ensures children's learning and development files are always available for children and parents to access. Children's records have complimentary comments written in them by parents who are pleased with how enthusiastic their children are to attend on a daily basis.

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

The childminder provides a warm and welcoming setting where children feel safe and secure. This is because she has an effective settling in procedure and discusses each child's individual needs and routines with parents to ensure they are followed. As a result children are confident, behave well and respect both the childminder and their peers.

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

Children sit together for meals and discuss their lives outside the setting. For example, they ask 'Did you go to a bonfire last night?' and question each other as to why they don't like the loud noises the fireworks made. Children eat a range of healthy and nutritious meals and are keen to talk about their favourite fruits. Daily walks in the local community to collect children from school and scavenge for conkers gives children opportunities to exercise regularly. These outings are also used by the childminder to teach children how to cross roads safely and understand the risks in the environment.

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

Children excitedly discuss other settings they attend and the 'giant school with a roof shaped as a slide' where they will attend in the future. The childminder works closely with providers to support children's transitions. For instance, she takes children to the local schools to meet the teachers and focuses on developing their skills to independently dress themselves and manage their personal needs. This prepares children well for the transition to school.

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provision

The childminder has developed effective observation, planning and assessment systems to ensure children make progress from their starting points and shares these regularly with parents. As a result children are well supported in their learning and development.

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provision

The childminder has good knowledge and understanding of how to keep children safe. She has recently refreshed her safeguarding training and regularly liaises with professionals within her role as a foster carer. This means she is aware of the local support network and who to contact should she have any concerns regarding children's welfare. Risk assessments are conducted for the premises and for all outings and the childminder minimises potential risks to children.

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provision

The childminder is committed to continuously improving her practice. She attends cluster group meetings with other professionals, sharing good practice. The childminder is proactive in accessing a range of training courses to develop her knowledge and understanding of child development. She is aware of the setting's strengths and areas for development and has addressed previous actions and recommendations to ensure the setting runs smoothly.

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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 400479 Local authority North Yorkshire Inspection number 819232 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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