Childminder, Out-of school day care in North Yorkshire

Inspection date

Previous inspection date 07/11/2012 08/11/2011

p.1

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

p.1

This provision is satisfactory

 Children are confident and safe in this welcoming and warm environment where they have familiar routines enabling them to settle well.  Children behave well because the childminder has established clear boundaries and is a positive role model.  The childminder has a sound understanding of how to promote the health and safety of the children in her care. She regularly assesses risks; therefore, children confidently explore all areas of the downstairs and the garden.  Children's communication, personal and social skills are positively fostered. The childminder promotes independence and makes use of local resources to extend social experiences.

p.1

It is not yet good because

 Arrangements for assessing what children can do are not fully effective. The childminder is not making the most of what she knows about children's learning to plan for their progress. As a result, there are inconsistencies in the level of challenge provided in activities.  The childminder's systems to monitor and evaluate her practice, through self-evaluation to promote continuous improvement, are not robust and have little impact on the provision and the children.

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 activities in the dining room and lounge.

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector looked at the children's learning journeys, child record form, planning and policies.  The inspector took account of the views of a parent given in writing.

p.2

Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in a semi-detached house in Ripon and uses the whole of the ground floor and the rear garden for childminding purposes. The childminder holds a level 3 qualification and the family have one cat, two rabbits, two hamsters and a dog. The childminder has completed training including her introduction to childminding and first aid. She attends a childminder group and the local children's centre. She visits the local shops and parks on a regular basis and she collects children from the local schools and pre-schools.

p.2

Information about the setting

There are currently six children on roll, two of whom are in the early years age group who attend for a variety of sessions and four are school-age children who attend before and after school. The childminder is open all year round from 7.30am to 6pm Monday to Friday except for family holidays.

p.3

must:

 improve the educational programmes to ensure they offer consistently challenging experiences through assessing children's progress effectively and using this information to plan for their next steps in learning.

p.3

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

 monitor and analyse everyday working practices through the self-evaluation process taking account of the views of parents and children so that strengths and weaknesses are effectively identified and priorities and action plans for improvements are implemented.

p.3

who attend

The childminder instinctively and spontaneously provides relevant experiences that meet the needs of the children. However, she is not secure in her knowledge of the 'Development Matters' guidance and as a result, the educational programmes do not yet ensure sufficient depth and breadth across all areas of learning to fully enhance children's development. For example, the childminder is not fully extending children's listening and attention skills by introducing puppets and other props when singing or reading from a story book. The childminder observes and assesses children each week and uses photographic evidence to support her observations. However, identified next steps in learning lack clarity to ensure future planned activities offer sufficient challenge. Children's learning journeys are available to parents and enable them to be involved in their children's learning. Children's language development is fostered by the constant interaction of the childminder

p.3

who attend

with them and through the activities she engages the children in. For example, children are able to name familiar objects they want to play with and are beginning to form and use simple sentences. Repetition of vocabulary by the childminder and reading and looking at favourite books supports the children's language and literacy skills. As a result, children's speaking and understanding are within the development milestones for their age. The childminder utilises opportunities to introduce numbers into the children's play and learning. For example, they count out the bricks as they make a tower and are beginning to understand early positional language as they place bricks on top, at the side and behind to make their structure. This supports children's awareness of early maths.

p.4

who attend

Children enjoy imaginative play and the childminder has identified that this is a particular favourite with them. There are sound resources and opportunities for children to play with small world figures as they put them in the cars and fire engines. Children extend their imaginations and use their own experiences as they play with the dolls, changing their clothes and taking them for walks in the pushchair, before making cups of tea and food for the childminder and inspector. This supports children's personal, social and emotional development.

p.4

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

Children feel safe and secure in the company of the childminder. She makes sure children feel at ease and form an appropriate bond and emotional attachment with her before they are left by their parents. The childminder obtains information from parents about likes and dislikes and their individual routines so she can provide continuity of care. Children are happy and contented and feel special and valued. The childminder listens to the children and responds to their requests. She engages with them and questions them and they respond with enthusiasm because they enjoy themselves and have fun.

p.4

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

Children play in a suitably resourced and organised, child-friendly learning environment. They learn how to behave and play cooperatively with each other because the childminder encourages children to share toys and explains to them what is acceptable and non- acceptable behaviour. Their independence and self-help skills are also promoted. For example, children make choices and decisions about their play and what they would like to eat at snack times. Children are encouraged to adopt healthy lifestyles and learn basic hygiene practices through daily routines. They have daily access to outdoor play either in the childminder's garden or at the local park. They enjoy a range of climbing equipment which suitably tests their developing physical skills and they enjoy tramping in the woods and fields on a nature walk. Children enjoy visits to the local playgroups and soft play centres where they meet with other childminders, parents and their children. These visits

p.4

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

help children to learn social skills and experience situations away from the home in readiness for the transition process to nursery and then school.

p.4

provision

The childminder has a sound understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage and children's safety is given a high priority. The childminder has a secure understanding of the signs and symptoms of abuse and has appropriate documents and contact details in place for reporting concerns should the need arise.

p.5

provision

The childminder is aware of the importance of self-evaluation and extending her own personal development. She has made an initial start in the evaluation process by recording some information about what she provides and the changes she has made since her last inspection. However, the childminder is not clearly identifying her strengths or areas for improvement. She is not showing how she monitors her everyday working practices or plans for future improvement. There are no effective systems in place to obtain the views of parents and children so that they are able to contribute to the process.

p.5

provision

Positive relationships are established with parents who express a high regard for the childminder and the care she provides. A daily diary is used to share information about care routines and the children's day. The childminder understands the importance of maintaining positive relationships with other professionals and sharing information about children's learning and development when children attend other settings.

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.5

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 EY350850 Local authority North Yorkshire Inspection number 820883 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 6

p.6

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.6

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