Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 13/02/2013 Not Applicable

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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

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This provision is good

 Children take part in a wide range of exciting activities that fully capture their interest, particularly those relating to science. This means they enjoy their learning and make good progress in their development.  Books are a very important part of the setting and are freely available to children at all times. This means they can acquire new knowledge and develop a love of reading.  The childminder develops very close and trusting relationships with all children in her care and makes them feel at home. This means they are happy, settled and confident in their environment.  Children's safety and welfare are promoted very effectively by the childminder. She makes sure her home is kept clean, safe and secure in all areas, which means children can move about freely and decide where they want to play.

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It is not yet outstanding because

 On occasions, planning lacks some focus in order to consistently evaluate what children have learned from activities that will help them move towards making excellent progress.

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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 had a tour of the premises and observed children playing in the downstairs area.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's learning records, planning documents, a selection of policies and children's records.

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Inspection activities

 The inspector took account of comments parents had made about the service from the recent questionnaires they had completed.

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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 two children aged 11 and nine years in Cottingham on the outskirts of Hull. The whole ground floor of the house and the rear garden are used for childminding. The childminder uses various amenities in the local area, including the park. She takes and collects children from the local school. There are currently 13 children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6.30pm, 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 planning and evaluation of activities to ensure children's learning is always sharply focused.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage. She provides children with a good range of activities that support their development very effectively and complement their learning at school. This enables them to make good progress that is well within the expected development bands for their age. The childminder makes effective use of observation and assessment to ensure she has a very clear understanding of children's abilities. She is confident in identifying the next steps in their learning. However, on occasions she does not use this information fully to inform the planning and evaluation of future activities, to ensure children learn the most from these. The childminder involves parents in children's learning. She makes time to talk to parents each day and supports any aspects of the children's learning they are focusing on at home. For example, using the same flash cards to support phonic work.

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who attend

The childminder provides a very welcoming and child-friendly environment. Toys and resources are attractively presented and children can choose from these freely and direct their own play. For example, they delight in dressing up as their favourite story book character, which enables them to use their imagination. The childminder provides planned activities that capture children's interests and this means they are keen to take part. For instance, they become fully immersed in making dragon puppets as they learn about and celebrate the Chinese New Year. They delight in finding different countries on a globe and, with support from the childminder, they extend their learning as they work out whether there is more sea or land in the world. This very effectively supports their knowledge of the wider world. The childminder is very enthusiastic in her approach and children are captivated by the fun science activities she involves them in. For example, they ask if they can repeat the

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who attend

balloon rocket race experiment and the childminder is only too happy to oblige. The children then confidently count backwards to 10 and wait in anticipation as they let their balloon go and see whose will fly the furthest along a piece of string. Photographs also show them constructing stable structures, such as bridges using spaghetti and marshmallows. These activities very successfully capture children's curiosity and support their understanding of cause and effect.

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who attend

The childminder uses very effective teaching strategies to support children's learning. For example, she encourages them to take turns and to learn about mathematical concepts, such as length, as they see who can throw a bean bag the furthest. She encourages them to use a ruler to ensure they are accurate in their measurements. The childminder pays good attention to supporting children in developing their communication, language and literacy skills. For example, she engages them in conversation as they play, encouraging them to talk about the characters they dress up as. Children have free access to a very good range of books and the childminder carefully explains the layout of reference books, such as showing them the title and contents page so they know how to use them correctly. The children become fully immersed as they look at their favourite books. For example, one child shows great interest in one about the body, while another enjoys

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who attend

finding out about China. This clearly shows that the children are developing a love of reading.

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

The childminder develops a close relationship with each child in her care and makes them feel very welcome. Consequently, they respond very positively to her, which shows that they feel emotionally secure. For example, they readily accept comfort if they accidently hurt themselves and they spontaneously ask if they can help with everyday tasks, such as washing up. Children learn to behave well because the childminder teaches them to be considerate towards each other. As a result, they readily accept and understand why, sometimes, changes have to be made to their day. For example, not being able to visit a soft play provision if one child is not well. The childminder pays good attention to teaching children about keeping themselves safe. Consequently, they can confidently describe what they must do in the event of a fire and how they cross the road safely. The childminder acknowledges children's efforts and achievements with lots of praise and this means they

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

The childminder actively encourages children to adopt a healthy lifestyle and makes sure they benefit from fresh air and engage in regular physical exercise. For instance, they play in the garden, go swimming and visit the local park and a soft play venue to use large play equipment, all of which help them to gain control of their bodies. Children have good opportunities to take part in baking activities so they learn about what ingredients items, such as buns, contain. They grow vegetables, such as pumpkins, in the garden, which enables them to learn about food sourcing. The childminder provides children with good opportunities to take part in learning experiences in the local community and further afield. For example, they join in with community fun days and learn to decorate cakes at a local cake shop. They travel by bus to a nearby windmill and then enjoy the walk back. These opportunities enable them to interact with people outside their normal childcare

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

setting and to develop good social skills which will help them with transitions to school.

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provision

The childminder organises her service well and ensures she meets the safeguarding, welfare, learning and development requirements of the Early Years Foundation Stage. This means children are safe and well protected. The childminder is confident in her understanding of child protection issues and action is taken to minimise any risks to children's safety. She regularly evaluates her service and the educational programmes, and demonstrates a good commitment to improving this. For example, she has carefully assessed her toys and resources against the seven areas of learning to ensure all aspects are supported. Since registration she has securely fenced the garden, which means children can now use the area. This has enhanced their access to fresh air and physical activities. She has also purchased a number of dual-language books to support children who may use English as an additional language. Her plans for future improvement are

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provision

clearly defined. For example, she has recently attended a computer course and intends to use her new skills to make presentations of the activities she offers to share with parents. This will enable them to observe their children's learning and engagement.

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provision

The childminder has good relationship with all parents. She goes through all her policies with them at the beginning of the placement so they understand how her service operates. Parents are asked to complete questionnaires so the childminder can gauge their satisfaction of the service. Comments for the most recent ones are very positive. For example, they state their children are really happy in the childminder's care and that she provides an excellent service. Links with other providers delivering the Early Years Foundation Stage, such as the local school, are good. For example, the teachers provide the childminder with a copy of the forthcoming topics and activities so she can complement these in her setting. This promotes a cohesive approach to children's care, learning and development, and aids transitions between the settings.

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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 EY441685 Local authority East Riding of Yorkshire Inspection number 810659 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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Name of provider

Date of previous inspection Not applicable

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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.

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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

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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