Childminder in York

Inspection date

Previous inspection date 10/12/2012 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 show they feel confident, safe and secure with the childminder by their actions. They know where to find resources they need including favourite toys. They enthusiastically get involved in singing and story times alongside a varied range of stimulating learning activities.  The childminder competently observes each child to help make an accurate assessment of their progress. She uses this information to confidently guide her interesting activity plans and promote children's learning well.  The childminder values working alongside childminding colleagues and early years practitioners. This helps her develop her practice and professional knowledge and enhance the provision she provides.

p.1

It is not yet outstanding because

 Children are not yet consistently helped to learn number and counting through informal opportunities that occur as they play or as part of everyday routines.  There are some opportunities that involve parents in supporting and continuing children's learning at home but these are not regular enough.

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 spoke with the childminder at appropriate times throughout the inspection. This includes during a joint observation of children involved with painting and sticking Christmas decorations.

p.2

Inspection activities

 The inspector looked at the range of toys, resources, equipment and good use of space in areas used for childminding.

p.2

Inspection activities

 The inspector looked at children's learning journals and evidence of planning, observation, assessment and a sample of records, policies and procedures.

p.2

Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her family in a house in the Woodthorpe area of York. The whole of the ground floor and the rear garden are used for childminding.

p.2

Information about the setting

The childminder attends a toddler group, childminding group and activities at the local children's centre. She visits the shops and park on a regular basis.

p.2

Information about the setting

There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round with flexible session times to meet children's needs. She is a member of the National Childminding Association.

p.3

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

 involve children in learning about maths in everyday situations and in meaningful contexts, such as counting how many are present or the number of chairs needed around the table

p.3

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

 develop ways in which parents can be more involved in supporting their child's learning at home in order to continue and reinforce learning.

p.3

who attend

Children take part in a wide and interesting range of activities to help them develop and make good progress in their learning. They take part in activities that are either organised at the setting or take place at local childminding groups and children centre. This helps them benefit from access to a wider range of toys, equipment, activities and learning experiences. It also enables them to learn important social skills, such as interacting with other children, sharing and taking turns. The childminder pays attention to ensure that children's interests and learning targets are consistently met through her activity planning and experiences that take place elsewhere. This helps with continuity for children's learning. Parents are generally kept well informed about the activities children are involved in. There are however fewer opportunities for them to support and continue this at home to maximise children's learning.

p.3

who attend

The childminder understands very well how children learn through play and first hand experiences. She involves them at every level helping them prepare for the activity and feel fully included. For example, children help her take the art and craft materials to the table, decide which resources they will use and tidy away after themselves. Space within the setting is used exceptionally well and the majority of toys and resources are very accessible to children. Attractive, clear labelling on drawers and low storage containers on the floor help children make independent choices and decisions. Children know where to find toys they are interested in. For example, favourite books, the doll in the pushchair or the brush to sweep up the fallen sand. Because children play an active role in their learning they acquire skills and positive attitudes they need to be ready for school.

p.3

who attend

The wide range of toys and resources meet children's all-round development. The childminder talks about how she is building up her equipment particularly to help individual children make progress. Some items are borrowed and some resources lead from ideas gained by the childminder working alongside other professionals. This includes her 'song bag' complete with puppets and small items that encourage children to remember songs and rhymes and build up their vocabulary. Children enjoy music and singing. They explore the different sounds the musical instruments make and show they are familiar with a wide range of songs and rhymes by recalling words and actions. Children are able to express themselves through, for example, taking part in a wide variety of art and craft experiences. For instance, they make salt dough shapes which they paint and decorate to make lovely, sparkly Christmas decorations. Children's pictures are

p.4

who attend

attractively displayed helping them feel valued and providing a sense of belonging to the setting. Children are very well supported to aquire key skills needed for the next steps in learning and for when they transfer to school.

p.4

who attend

The childminder is well organised. She plans a variable week of events that includes walks, trips and outings to places of interest within the community. She ensures she considers the attendance pattern of each child, such as those that attend part time or full days. This means she thinks about children's individual needs, routines and time available for each one to be busy and well occupied. The childminder finds out from parents as much information as she can to help her care for their children. With this in mind she plans effectively for each child's personal development and learning journey to enable them to make good progress.

p.4

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

Before children start at the setting they are encouraged to visit and spend time adjusting to their new environment. This helps them to settle, feel happy and become content. It also enables parents to share information to help the childminder get to know children quickly. This helps her form warm and trusting relationships with children supporting them to feel safe and secure. This is clearly evident in her practice. Children demonstrate close attachments to the childminder by approaching her confidently and enjoying time spent on her knee reading a book or having a cuddle.

p.4

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

Good emphasis is placed on children learning from putting on their wellington boots and being outdoors. They often go for walks to the park or to the local woods to collect leaves and experience the natural environment. Parents provide children's meals but the childminder offers healthy snacks in-between. By regular access to fresh air, physical exercise and water only to drink, the childminder is helping children adopt routines that support their good health. She helps children understand about personal safety well, for example, involving them in the fire drill. This helps them learn about what to do if they have to leave the house in an emergency. The childminders regular outings to local groups and children centre helps children to develop confidence and independence in situations away from their main care setting. This helps them to prepare well for the next step in their life, for example, starting school.

p.4

provision

The childminder has made a positive start to her childminding. She talks with great enthusiasm about being passionate about her work with children observed during the inspection to be reflected in her good practice. She recognises the importance of working alongside other professionals, such as childminding colleagues and early years practitioners. She knows this has helped her gain confidence and given her good ideas to reflect on her practice and provide a good quality provision for children. She involves parents on assessing her provision for children. Their written comments provided during the inspection show they are highly satisfied. This has helped the childminder form realistic plans for further improvement. Information is shared with parents verbally, through photographic evidence, written records and on-line. This means they are kept well informed and up-dated.

p.5

provision

The childminder is very clear about the signs that might indicate a child is at risk. She knows the action to take if she has any concerns about a child's welfare or well-being. This helps to keep children protected and safe from harm. The environments children use are safe because the childminder frequently assesses risk.

p.5

provision

The childminder fully understands her responsibility to meet all of the requirements of the Early Years Foundation Stage. Her programme for children's learning is stimulating and challenging, guided by what she knows about each child, their interests and future learning goals. The childminder plans activities across all the areas of learning and uses guidance, 'Development Matters' to ensure she effectively matches learning experiences to children's needs according to age and stage of development. This helps form her plans to meet their next steps in learning. All areas are covered well although there are some missed opportunities to consistently develop children's mathematical understanding through use of spontaneous learning as part of the everyday routine. She makes regular observations and assessments of children's progress and tracks their achievements effectively. This makes sure children have sufficient challenge to move them forwards. She

p.5

provision

has not yet completed the two year old checks to share with parents as she has had no need to do so. She has, however, a good understanding of how she will implement this.

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 EY448749 Local authority York Inspection number 804158 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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