Childminder in North Yorkshire

Inspection date

Previous inspection date 09/01/2013 27/01/2010

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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 enjoy their time with the childminder as she supports them to make good progress through a range of activities and opportunities that are stimulating and meet individual children's interests and needs.  Children benefit in many ways through having access to an exciting outdoor environment that enables them to explore and investigate whilst developing their imagination and creativity.  The childminder builds secure attachments with the children and installs a sense of well-being as children are safe and feel secure with her.  The childminder has high regard for self-development so that she can improve her practice and enhance the quality for the children in her care.

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It is not yet outstanding because

 The childminder's understanding of the timescales for some assessment requirements for younger children is not fully developed in order to maintain the timely interventions should they be identified as required.

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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 discussed documentation and practice with the childminder and talked to the children.  The inspector viewed the areas used for childminding downstairs and outside.

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Inspection activities

 The inspector viewed a variety of documentation including the childminder's self- evaluation form, policies and procedures, induction pack documents and accident and medication forms.

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Inspection activities

 The inspector looked at children's observations and learning journeys and took into account the views of parents and carers from questionnaires and feedback forms.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four-year- old daughter in a house, in Richmond, North Yorkshire and uses the whole of the ground floor, the bathroom, the rear bedroom and the rear garden for childminding. The family has a pet dog.

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Information about the setting

The childminder attends childminder groups and the local children's centre. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently seven children on roll, two are in the early years age group who attend for a variety of sessions and five are school-age children who attend before and after school. She is open all-year-round from 8.30am to 6pm Monday to Friday except for family holidays.

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

 strengthen understanding of appropriate timescales for specific types of assessment such as the two-year-old progress check.

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who attend

The childminder has a secure knowledge and understanding of the three prime areas and four specific areas of learning within the revised Early Years Foundation Stage. She understands how children learn through play and this is demonstrated as she observes children on a daily basis, identifies interests and areas to develop and plans activities and opportunities to ensure all areas of learning are covered. This means that children receive a broad and balanced range of experiences that meet their individual needs. This is supported because the childminder has developed good links with parents and shares information about children's stage in learning when they join her. Children make good progress as the childminder provides and supports children through providing challenging activities. For example, one child decides he has had enough of baking half way through the activity. The childminder offers encouragement and support to help him persevere.

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who attend

With this extra motivation, the child finishes the process of mixing the ingredients together and helps spoon the mixture into the bun cases.

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who attend

The childminder promotes communication and language well as she looks at books with children, allowing them to lead by responding to their comments and developing language by introducing new vocabulary and asking questions. The childminder also makes links to children's home environments which help children establish a sense of belonging and self- awareness. There is much talk about size and colour and the childminder says,'look how big this book is. It opens right out doesn't it?'. This promotes children's early mathematical language, as well as enthusiasm to look further into the book. A wide variety of books are available for children to access which helps them develop a love of books and learn how to value and use them, thus promoting early literacy skills. The childminder also promotes literacy by implementing a commercially produced programme to those children that are ready for it. She demonstrates awareness that not all children are ready to experience this

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who attend

programme if children show no interest. This means that children's individual needs are accounted for whilst still preparing older children for school.

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who attend

The provision for children to gain an understanding of the world is a strength of the childminder because she plans exciting and stimulating activities around nature, sensory play and animals. A buddleia tree is planted in the garden to attract butterflies and moths. Children make bird feeders, count and identify the birds and grow strawberries, so developing an understanding of the natural world. Links with the local childminder groups enable activities to be shared, for example, food weeks whereby activities are undertaken celebrating different cultures and new words are learnt appertaining to these lifestyles. This enables children to benefit from tasting foods from other countries and ensures that children learn about different societies and learn to value and respect other people and communities.

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who attend

Children gain experience and learn about information technology by having opportunities to use the digital camera. The childminder helps children to learn about opposites as she talks to children about the cake mix before it goes into the oven and then, after the cakes have baked. Photographs of the cake mixture are taken before it goes into the oven and when it comes out. The childminder asks questions, such as 'what does the mixture feel like?'. The child says, 'smooth and sticky'. Comparisons are made once the cakes are cooked. This activity also helps promote children's early mathematical skills and communication and literacy skills.

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

Children show confidence with the childminder in the setting. They move around freely, accessing toys and equipment and are happy to call for the childminder when they need help or support, showing self-confidence and a sense of security. The childminder interacts with children in a warm and friendly manner, whilst setting clear and consistent boundaries for behaviour. Children therefore, have fun whilst they play and learn, but also learn right from wrong.

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

There is a safe and secure outside area for children to play in. Children's independence is fostered as they are encouraged to put on their own coats and wellington boots before going outside. Children are kept safe as the childminder checks that the area is free from any hazards and debris before taking children outside. There are some deep steps to negotiate, but children are supported well by the childminder and learn to manage these in a safe and sensible way. The childminder ensures that children go outside on a daily basis, so that they benefit from fresh air and exercise. Children enjoy their time outside whilst developing a variety of physical skills as they run and push the wheelbarrow around. They are able to climb on the slide and the tyre tower, play on the swing and hammock, as well as play in the sand, water and soil.

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

Parents provide a healthy snack and lunch for children and good hygiene and social skills are promoted at meal times. Children wash their hands, put the paper in the bin and sit well at the table eating rice cakes and blueberries. Children learn about good foods and bad foods because the childminder explains that sugary foods are treats and not part of the everyday diet, so promoting a healthy lifestyle.

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

Children become familiar with the local nursery school as the childminder takes and collects them from there. A transition book is in place which stays with the child as they go from one setting to the other. This means that children receive consistency in their care and learning. They become familiar with the journey and the adults involved at the other setting, making transitions between settings easier. This sound link fosters children's emotional well-being.

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

The childminder chats to parents on a daily basis about what their child has been doing and how they have been. This means strong relationships are formed and children settle easily and remain content.

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provision

The childminder demonstrates a good understanding of the revised Early Years Foundation Stage. She transfers this knowledge to her practice which means that children learn and develop from a broad and balanced programme of activities and opportunities. The childminder understands the assessment process in order to monitor children's progress and has developed paperwork which summarises their progress. Children's starting points are identified and recorded in the child's learning journey when they first start with the childminder and statements relating to children's progress are included on termly evaluation sheets. These are shared with parents/carers who sign and add their comments. The childminder's knowledge and understanding of the timeliness of the two- year-old progress check is less well developed so that she maintains the timely support should this be identified.

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provision

Safeguarding is good because the childminder has in place all the relevant documents and paperwork necessary to help ensure a safe and secure environment for children. She has a good knowledge and understanding of the safeguarding and welfare requirements and is suitably trained in child protection and first aid. This means that children can access play areas confidently and safely. Policies and procedures are in place and reviewed annually and parents/carers sign to say they have read these. This provides continuity between home and the childminder and practice is shared, thus providing security for children and families.

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provision

The childminder constantly reviews her practice and takes into account the views of children and parents. She does this by regularly updating the self-evaluation form and updating paperwork to improve practice. Children therefore, benefit in their experiences through best possible practice and stimulating experiences. The childminder knows her strengths and weaknesses and has plans in place to develop the outdoor play space to incorporate a vegetable patch, so that children can grow their own foods to eat. Self- development is also high on the childminder's agenda as she discusses areas of training that she is particularly interested in, for example, special educational needs, behaviour management and autism.

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provision

The childminder ensures parents and carers receive information on their children's learning and development by sharing learning journeys and progress evaluation sheets. Newsletters are completed on a three monthly basis and questionnaires completed termly. This means that parents are aware of what activities and opportunities their children experience and share this with the children at home. Partnerships with other settings children attend are in place and used to promote consistency of care and learning.

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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 EY384453 Local authority North Yorkshire Inspection number 821644 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 7

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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. 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

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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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