Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 12/11/2012 25/01/2011

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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 are observed to be happy, secure and confident with the childminder and her family. This is promoted through the high regard the childminder gives to promoting children's well-being.  The range of resources and activities provided by the childminder are effective in supporting children's development in all the areas of learning. They are motivated and interested in what they do and this enables them to make good progress.  Children are well supported to become independent learners and their behaviour is good. This is due to the praise, encouragement and quality time spent with the children by the childminder.  Parents are actively involved in their children's learning and progress. They contribute to their children's development and this is taken forward by the childminder in her planning for the children.

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It is not yet outstanding because

 There is room to do more to ensure that assessments of children's progress precisely link to their expected levels of development for their age, so that the childminder can make clear and effective plans to help them develop further.  Links with other early years providers that will enable the childminder to share information and complement what children are learning elsewhere, have not yet been fully developed.

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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 activities in the areas of the home used by the children.

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Inspection activities

 The inspector held discussions with the childminder and observed activities with her and the children.

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Inspection activities

 The inspector looked at children's assessment files, planning, the childminder's policies, procedures, self-evaluation, training certificates and other relevant records.  The inspector took account of the written information provided by parents.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with a partner and two children aged three- and eight-years-old. They live in Brandesburton, close to the town of Driffield. The childminder uses the whole of the ground floor for childminding and there is an enclosed rear garden for outside play. The family have a pet dog. The childminder uses her car for childminding purposes.

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Information about the setting

The childminder attends the local children's centre and parent and toddler group and other local facilities in the community. She is able to collect children from the local school and pre-school as requested. There are currently two children on roll; both are in the early years age group and attend for a variety of sessions. The childminder is open all year round, from 7.30am to 5pm, Monday to Wednesday each week, except for family holidays. The childminder is a member of the National Childminding Association.

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

 review and reflect on each child's development, for example, by using the Development Matters in the Early Years Foundation Stage guidance more effectively, so that precise and consistent assessments can be made about a child's current development in relation to their age and what they need to learn next

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

 strengthen links with the other early years settings that children attend, for example, by sharing observations of children's progress and the priorities for what they need to learn next, so that there is a shared approach to guiding their overall development.

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who attend

The childminder has a good understanding of the Early Years Foundations Stage. She provides the children with a wide range of interesting activities and resources to enable them to develop and progress well in all the areas of learning. Time is provided for parents and their children to settle in with the childminder, who ensures she has information on each child's routines, needs and interests. The details provided are used by the childminder to assess children's initial starting points and interests, so she can build on these further, for example, by using a child's fascination with tractors and animals. This enables the children to be engaged and motivated in what they do, and so develops their confidence in learning new things. The childminder provides each child with a record of their learning journey. This includes various photographs of the children at play and written comments of what she has observed and the learning that has taken place. This

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who attend

supports the childminder in deciding what children need to learn next. The childminder regularly talks with parents and shares their children's records with them so they can add their comments; providing additional information about what they know their children enjoy doing at home. This enables the childminder to gain a balanced view of all a child's achievements. She has recently begun using new guidance about children's expected levels of development to help her with this process, although, there is room to develop this further so that she can more accurately plan to help children move forward with their learning.

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who attend

Children enjoy discussing the animals that live in the zoo, such as the giraffe with a long neck, and what noises the animals make. This is followed with a story about the caterpillar who keeps eating and eating. The children described this well, using words, such as a 'crunching', to describe the sound made by the caterpillars when they eat leaves. They anticipate what happens next, knowing that caterpillars become butterflies, and they begin to flap their arms like the wings of the butterfly. Children have regular opportunities to be creative and use different materials, such as paints and other tactile messy resources. Children print with vegetables and the younger children enthusiastically use their hands and fingers to explore different textures. This effectively promotes their expressive arts and design skills. Children also love to bake, mixing the ingredients together and eagerly waiting for their creations to be cooked and ready to taste.

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who attend

The childminder effectively encourages the children in their language development. This supports them to express themselves positively and to develop their communication skills and to describe what they see and hear with confidence. The childminder provides ongoing opportunities for the children to sing and use instruments, such as blowing into the harmonica, and the children show surprise at the sound made. Children count as they play and recognise different colours; they use sand and water with different containers to measure with. They enjoy action songs and matching games. All the children have daily opportunities to be outside and enjoy using the range of different tools and equipment in their physical play, such as the trampoline and the tunnel. These activities promote the children's mathematical and physical skills effectively.

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

All the children use the playroom and other areas in the home to good effect, selecting and choosing from a good range of quality resources and equipment. This supports their changing interests and learning experiences well. The childminder is responsive to the children's needs and spends time with them to ensure they are settled and secure. The younger children enjoy their cuddles with the childminder, and like playing with the older children; looking at books together or crawling through the tunnel. Children behave well as they are actively engaged in what they do. The childminder uses praise effectively and this promotes the children's self-assurance well. For example, the childminder gently prompts the children to remind them to share and take turns. Basic rules and boundaries are set which are age appropriate and children respond well to these, such as knowing not to climb on the furniture and to take their shoes off when they come in.

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

Children have snacks and meals provided which offer them a selection of healthy choices. This promotes a balanced diet and links to the positive range of physical activities children take part in. This effectively fosters children's understanding of a healthy lifestyle. Children know the routine and purpose of washing their hands and older children manage this independently. The childminder shares information with parents to minimise cross infection through providing exclusion times when children are ill. Safety is managed effectively; this is supported by the childminder's detailed risk assessments. These identify any hazards and how they are managed with the children in a safe way, including involving them in the emergency action plan. The children are encouraged to think about keeping safe when outside, such as when crossing the road, and they know to listen, stand together and look. The children take appropriate levels of risk in their play, such as

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

using scissors and other tools safely. Children are learning to do things for themselves, such as putting on their own coats and shoes, and this helps to prepare them for the skills they will need when moving on to nursery or school.

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provision

The childminder regularly reviews her records, policies and procedures to ensure these reflect current practices and guidelines. She has updated her first aid qualification and attended recent safeguarding training to extend and secure her knowledge of child protection issues. The childminder has a good understanding of her responsibilities in meeting children's learning and development needs and is confident in what the children learn from their play. The childminder has completed her self-evaluation effectively. This shows a positive approach to how she reflects on her practice and highlights improvements, such as using the Development Matters in the Early Years Foundation Stage guidance to help her assess children's progress and check that they are showing typical development for their age. However, this has not yet been in place long enough to have been fully embedded and there is scope for the childminder to use this document

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provision

more effectively. The relationships established with parents are good. The childminder discusses with them their children's day and extends this information through daily diaries. Questionnaires are completed by parents to provide additional opportunities for them to comment on the care their children receive. The feedback is positive about the quality of care and they see that their children are 'busy doing lots of activities' both in the childminder's home and on outings in the community. The parents enjoy reading their children's learning journey files and being able to contribute to these with the childminder. This supports a shared approach to the planning of their children's ongoing learning experiences.

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provision

The childminder uses various facilities in the community with the children to extend their learning opportunities. This includes the children's centre and the parent and toddler group. Children gain from these activities, particularly in relation to their social, personal and emotional development, as they mix with other children in different situations. The childminder understands the importance of building relationships with other early years providers. However, these links are not yet fully established so that information about children's learning and development is fully shared and a cohesive approach to supporting children's ongoing development is achieved. The childminder understands the importance of seeking guidance where a child has an additional need and is able to work with other professionals in providing that support effectively.

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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 EY380361 Local authority East Riding of Yorkshire Inspection number 821531 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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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. 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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