Childminder in North Yorkshire

Inspection date

Previous inspection date 15/02/2013 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

 The childminder provides an interesting range of activities for children across all areas of learning. She has a good understanding of how children play and learn, and develops their language and vocabulary very well during the activities. This means they are making good progress.  Children are happy and secure in the caring family environment of the childminder's home. They are learning to be independent in their personal care routines and their choice of activities. Their health and well-being is promoted very well and they enjoy healthy snacks throughout the day.  Children are safe and well protected in the childminder's care. She has a good knowledge of safeguarding and supervises children very well. She carries out effective risk assessments so that children are safe, both at her home and on trips.  There are good relationships with other local early years providers so that the childminder is able to complement children's learning at their other settings and to ease

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This provision is good

transition when they move to school or nursery.

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It is not yet outstanding because

 The childminder has yet to find ways to fully engage all parents in their children's learning and to use their views in order to evaluate her provision more effectively.

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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 compulsory part 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 the childminder engaging in a range of indoor and outdoor learning activities, play and daily care routines with the children.

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Inspection activities

 The inspector looked at children's assessment records, planning, and a range of other documentation.

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Inspection activities

 The inspector looked at and discussed the childminder's self-evaluation form and improvement plans.  The inspector held discussions with the childminder and children.  The inspector took account of the views of parents, carers and children.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and child aged five years in Sutton Coldfield near Birmingham. The whole ground floor of the house and the bathroom and large rear bedroom on the first floor are used for childminding. There is a safely enclosed garden for outdoor play. The family has a pet dog. The childminder has appropriate childcare qualifications and attends local playgroups with the children. She visits the shops and the park on a regular basis and collects children from the local schools and pre-schools. There are currently seven children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm Monday to Friday, except for family holidays. She 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:

 promote an ongoing dialogue or sharing of regular two-way observations on learning with parents, and use this shared knowledge and understanding to plan together and think through ideas of how to move the child forward

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

 use the views of parents and children more effectively to inform the plans for improvement, so that the drive to improve is strengthened and practice is clearly targeted to help children reach the highest levels of achievement.

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who attend

The childminder has a good knowledge of how children play and learn so that she is able to plan effectively to meet their individual needs. She makes detailed observations of children and records these in their 'learning journals.' She makes an assessment of children's achievements when they first start so that she has a starting point on which to build. Parents share information about their children's routines and what they can do so that the childminder is able to measure their progress. She plans a wide range of interesting activities which cover all areas of learning. These are evaluated each week according to children's interests and what they learn from them. The childminder adapts her planning and plans each child's next steps for the following week using this information. She knows the children well and includes their next steps in the daily activities so that they make good progress.

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who attend

The childminder holds daily discussions with parents when they bring and collect children. She keeps them well informed about their children's routines and progress. They may see children's 'learning journals' at any time and are encouraged to support children's learning at home. However, there is scope to extend the sharing of regular two-way observations on learning with parents and use this shared knowledge and understanding to plan together and think through ideas of how to move the child forward. Parents make very positive comments on the childminder's provision and receive diaries containing information about their children's routines and activities.

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who attend

Children have a wide choice of toys and resources which are easily accessible to them in the play area of the lounge and in the conservatory. The childminder develops their language and communication skills well during the activities. She encourages a baby to repeat sounds and extends older children's sentences so that they learn to use a wide range of vocabulary. She helps children to build a tower with plastic bricks and challenges a young child's thinking by asking how they can stop it from falling if they move their hands, or how they can make it taller without it falling over. Children learn to use mathematical language well through their activities. For example, when asked to make a tall tower, a child says, 'Make it big'. Children are very enthusiastic in their play and enjoy taking part in many creative activities, such as painting and collage work. They explore a range of percussion instruments and explore sounds made by many push-button toys.

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who attend

Babies enjoy pressing the buttons on their chairs and walkers to see lights and hear the music they can produce when they do this. Toddlers are imaginative in their role play as the baby is given a 'cup of tea' and the dolls are tucked up with blankets and are given toys to comfort them. The childminder develops children's mathematical skills well as they count and learn to recognise shapes and numbers in their play. Their early reading and writing skills are developed well through mark making and looking at books. Children find out about the world around them through their visits to the park and the shops and sometimes to a local farm. They develop their physical skills well through the use of the climbing and balancing equipment in the garden and at the park. They enjoy seeing how materials change when they bake cakes and learn about how living things grow as they plant bulbs in the garden. The childminder builds on each child's learning very well so that

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who attend

they are well prepared for the next stage in their learning at nursery or at school.

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

Children play happily and are very secure in the childminder's care. They are confident in asking for things they need or telling the childminder they are hungry or thirsty. They enjoy learning to be independent as they choose their snacks and lunches and help to prepare them. A young child butters pieces of malt loaf with help, and an older child chooses what to have in a sandwich and then helps to make it. Children are encouraged to put their own coats on and to find their spare clothes when they come in from playing in the garden, which they do eagerly. They access their drinks cups when they need them and babies are encouraged to hold the handles of their cups. Children have help coming downstairs if they need it and are encouraged to hold on to the banisters so that they become more independent.

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

Children learn to make healthy food choices as they have fruit and healthy meals and snacks. They are active each day as they enjoy playing on the swings and slides in the garden or using the wheeled toys and balls. They have regular walks around the local area so that they have fresh air each day. Children behave extremely well and are kind and thoughtful. A younger child pushes the baby gently in the baby swing and there are very good relationships between the childminder and all the children. They are happy to tidy up after each activity and share the toys well. Children develop their social skills very well with the other children at the childminder's house and at the playgroups they attend. They feel secure as they enjoy playing with the childminder and are happy to sleep in the cosy upstairs bedroom. Parents may stay to settle their children when they first start until they feel secure in their new environment. Their home routines are closely followed so that

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

these are not disrupted, and children's well-being is given a high priority. The childminder has close links with local schools and nurseries so that transition is eased for children when they move to a new setting. They are able to visit these and meet the staff, and the childminder passes on transition documents with information about children's progress and needs so that these continue to be met.

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provision

The childminder has a thorough knowledge of child protection through her recent training courses and from her experience of working with children. She carries out regular risk assessments and daily checks to ensure that children are safe while on the premises and when they go on outings. She supervises them closely so that they are safe at all times, and regular fire drills are practised. Effective safeguarding and health and safety policies are very well implemented and children are taught to keep themselves safe, such as when they learn about road safety on outings.

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provision

The childminder evaluates her provision on a regular basis and reflects on her teaching and planning well. She is very well motivated and attends regular training courses in order to improve her knowledge and skills. This means that children receive good quality learning experiences and the childminder is striving for continuous improvement in all aspects of her provision. However, she does not yet make full use of the views of parents and children in her self-evaluation in order to help her to identify specific areas for improvement. A local early years adviser assists the childminder in her monitoring of the provision and she shares ideas and best practice with other local childminders each week. The childminder keeps up to date with current practice through her membership of the National Childminding Association and a children's centre network. She has regular contact with the staff at children's other nurseries and schools so that she is able to complement

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provision

their learning and share information about their progress and individual needs.

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The Childcare Register

The requirements for the compulsory 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 EY444727 Local authority Birmingham Inspection number 887440 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 7 Number of children on roll 7

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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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