Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 14/01/2013 05/11/2009

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early years provision

This inspection: 2 Previous inspection: 2 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

 The childminder understands how children learn. She supports all children to make good progress through child-initiated and structured activities. The accessible resources are developed to meet individual children's interests and keep them motivated.  Children are keen to play and learn in this inclusive and welcoming setting. They show high levels of curiosity and imagination and demonstrate positive relationships with their peers and the childminder.  The childminder is well organised and undertakes assessments thorough observations, which are reflected in children's descriptive learning journeys and in her planning. This clearly illustrates that every child makes good progress in their learning and development from their starting point.

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It is not yet outstanding because

 The process for self-evaluation does not consistently incorporate the views of parents and children in order to ensure these are fully considered as part of ongoing improvements to the provision.  Arrangements to develop partnerships with other settings delivering the Early Years Foundation Stage, is not fully in place, to secure the continuity of learning and experiences for the children between the settings they attend.

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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 looked at children's files, containing observations and 'learning journeys', including children's individual next steps of development, children's assessments and the planning.

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Inspection activities

 The inspector observed activities in the main room and spoke with the childminder throughout the course of the inspection.

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Inspection activities

 The inspector looked at the childminder's self-evaluation form and a selection of policies and procedures.

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Inspection activities

 The inspector also took into account the views of parents and children, through the feedback sheets.

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Information about the setting

The childminder was registered in 1993 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult daughter in Goole. She works alongside her daughter, who is also a registered childminder at the setting. The whole of the ground floor of the childminder's house is used for childminding, with toilet facilities on the first floor and there is a fully enclosed garden for outside play.

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Information about the setting

The childminder visits the local shops and park on a regular basis. She takes and collects children from the local schools and pre-schools. The childminder is a member of the National Childminding Association.

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Information about the setting

There are currently nine children on roll and four are in the early years age group, all of whom attend for a variety of sessions. She is open all year round from 8am to 5.30pm Monday to Friday except for family holidays.

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

 develop further the arrangements for sharing information and partnership working with other early years provision that children attend in parallel with the setting, in order to fully support children's learning and development

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

 build on self-evaluation by extending how the views of parents and children are incorporated, to further assist in identifying areas for further improvement.

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who attend

The childminder's teaching is rooted in a good knowledge of the seven areas of learning; she uses purposeful and developmentally appropriate, stimulating activities to support children's interest and engage them effectively in their learning and development. For example, children actively embrace the den in the corner of the room to facilitate their learning of 'day and night', they cover the sides, organise cushions and use torches, investigating each other and the darkness inside the den. This initiates conversations around familiar bedtime routines and recounting activities to support this topic, such as, decorating the wall-scene and children's drawings of things they like to do during the day. This provides children with the opportunity to enjoy sensory experiences through playing and exploring flexible resources, operating items with simple mechanisms and discovering about the world around them.

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who attend

Children's communication skills are fostered well, as regular conversations throughout the children's time with the childminder engages good dialogue. This is during children's play and within daily routines, such as, at snack and lunch times. The childminder encourages children to choose what they want to eat for snack and lunch, and what they would like out to play with. This extends the range of existing toys in place around the room and further challenges the children's learning. For example, positional language is extended using a familiar horse; children load the saddle whilst the childminder stimulates this language, prompting children to place items on top or to the side. Children excitedly collect up items to load and refill which promotes mathematical development further, as the childminder encourages children to count the items, aiding their understanding of numbers and number order.

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who attend

Children are enthusiastic to dance, they choose a disc and negotiate dancing alongside each other and move freely and with pleasure. This spontaneous response to music enables children to move in a variety of ways. They jump and hop, swing their arms up and down and embrace others to join in with their play. This shows a positive awareness of themselves and others, and their capabilities. It promotes children's physical development, showing good control and co-ordination in their large and small movements, displaying their confidence in their own bodies. Children make marks on large sheets of paper using crayons; they draw specific lines and large spirals, revealing their pre-writing skills development. Children's handling skills are further motivated as they use scissors, confidently drawing lines to cut along or as younger children experiment with snipping around the edges of their piece of paper. This encourages and teaches children to use

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who attend

tools safely and effectively, supported by a watchful childminder.

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who attend

Children's starting points are sought through the 'All about me' sheet, completed by parents prior to their child starting. These starting points are added to overview assessment grids along with their continual achievements, displaying children's progress in their learning and development. Parents are encouraged to read their child's learning journey records and complete feedback sheets. This enables them to be involved with their child's development and learning. Using this shared knowledge of children's current interest and understanding, the childminder plans ideas and activities to move children forward in their learning. She encourages parents to be involved in topics, for example, requesting baby photos to support the current topic of 'ourselves'. The childminder is familiar with the progress check at age two and has all the necessary paperwork in place. She speaks to parents in order to provide a clear picture of what children can do and any

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

The childminder places a strong emphasis on developing a supporting relationship with parents and children. She encourages them to have pre-visits with their children, to establish forming appropriate bonds. Children self-select their play from a well-organised room, thoughtfully set up to support children's current interest and learning needs. Children enjoy the play experience of looking after baby dolls, supporting children's interest of babies and families experiences of new babies. Children negotiate this life-play scenario, organising dolls to change, requesting nappies and blankets, pushing buggies and engaging in descriptive conversations to recount a sequence of events they have previously observed.

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

The childminder encourages children to develop good manners and gain independence, for example, she encourages children to negotiate the stairs independently and capable younger children to come down on their bottoms, closely supervised by the childminder. This is appropriate challenge for their age and stage of development, encouraging them to manage and think about their own safety. The childminder offers a home-cooked balanced meal for lunch and asks children their preference, offering different options. The fish choice is consumed eagerly with a healthy selection of vegetables. This develops a good understanding of the importance of a healthy diet, as the childminder discusses with the children their likes and dislikes, and encourages them to try a little of something different.

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

The childminder has good links with the local school as she drops off and picks up the children. Children are also now attending a local pre-school and discussions with parents and children enable the childminder to establish if children are settling.

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provision

The childminder has a secure understanding of the Statutory Framework of the Early Years Foundation Stage. Children's learning and development is assessed through observations and in learning journeys. These consider the prime and specific areas of learning and link to the seven areas of learning recognising children's individual next steps in their development. The childminder completes planning from children's interests, considering individual children's next steps of learning and development, detailing activities and resources to extend their learning. Assessments clearly demonstrate children's progression from their starting points and monitor their achievements. Detailed annual progress reports on individual children give a clear view of children's progress across the Early Years Foundation Stage. These clarify children's developmental stage through a broad range of experiences.

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provision

The childminder's knowledge of the safeguarding and welfare requirements is strong. She ensures her home is secure through keeping doors locked and by using safety gates to the kitchen. Risk assessments are completed for her home and outings. Insurances and detailed policies are in place, and a clear fire procedure and regular fire drills ensure safety measures minimises any possible hazards to children. The children walk to school with the childminder and they are encouraged to hold onto the buggy to maintain close supervision. This provides useful road safety awareness for children, as discussions take place through walks to school and the local shops and parks. The childminder has completed a self-evaluation of her provision and is beginning to identify strengths and weaknesses. For example, she has enrolled on a higher level of child protection training to gain additional knowledge of how to support children's welfare further. However, the

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provision

views of parents and children are inconsistently incorporated in order to further assist in identifying priorities and planned areas for further improvement. The childminder maintains an efficient file of training certificates demonstrating her commitment to improving her practice, such as, attending additional training to gain further knowledge to support children with additional needs and attending local managers meetings. This enables her to be alert to any issues and have a high level of awareness to secure appropriate interventions for children to receive the necessary support.

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provision

Partnerships with parents are good. Feedback sheets and letters are positive and highly commend the care and support given by the childminder. Children write home-made thank you cards to her. The childminder is developing valuable links with the local schools and pre-schools. She discusses children settling at new settings with the parents and children, but currently shares less information between settings, about children's individual levels of learning and development. Consequently, the transitions between other settings are less well supported. The childminder is fully committed to extending and developing these partnerships further and is discussing options available with parents. She attends the local toddler and play groups with younger children which develops their socialising skills.

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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 314527 Local authority East Riding of Yorkshire Inspection number 868223 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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: 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

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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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