Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 15/04/2013 23/04/2009

p.1

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

p.1

This provision is good

 The childminder is patient and supportive in her approach to engage and support children in their learning and development. This results in children making expected progress in relation to their starting points.  Children have secure relationships with the childminder. This is because she promotes their personal, social and emotional development; communication and language skills and physical development very effectively. Consequently, children become active confident learners that prepares them well as they move on in their learning.  Children show good levels of independence in what they do. They access a wide selection of resources, equipment and activities. As a result, children are motivated and engaged in all areas of their play and learning needs.  Partnerships formed with parents are effective. This ensures they are fully informed and encouraged to share in their children's ongoing needs and progress.

p.1

It is not yet outstanding because

 Opportunities for the childminder to further enhance children's early literacy skills by modelling writing for a purpose through daily play experiences is not yet fully explored.  There is scope to strengthen the selection of more natural sensory materials and textures for younger children to explore and investigate further.

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

p.2

Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 observed activities with the children and held discussions with the childminder throughout the inspection.

p.2

Inspection activities

 The inspector looked at information relating to the children's learning, planning and the childminder's action plan, relevant records, policies and procedures.

p.2

Inspection activities

 The inspector took account of parent's views through written information provided on the day.

p.2

Information about the setting

The childminder was registered in 2008. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her family on the north side of Bridlington. The whole of the ground floor is used for childminding. There is a rear garden used for outside play. The family has a hamster as a pet.

p.3

Information about the setting

The childminder attends local community activities and visits the shops and park on a regular basis. She collects children from the local school and pre-school. There are currently six children on roll, of whom one is in the early years age group and attends for a variety of sessions. The childminder has a level 3 childcare qualification. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 assist children to further develop their early literacy skills through extending writing for a purpose in their daily play experiences

p.3

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

 strengthen opportunities for younger children to enhance their sensory experiences further through exploring different textures and more natural resources.

p.3

who attend

The childminder works with the parents before a child starts, to complete information about their children's needs, routines and what they enjoy and do at home. This is used to assist the childminder to support the children to settle-in and provide activities and experiences that enable them to feel secure. The childminder regularly observes the children to assess what resources and activities are needed to enhance their learning and progress. She uses 'Development Matters in the Early Years Foundation Stage' as a guide to ensure her plans support each child relevant to their ability and understanding. This enables her to identify areas to develop further with the children so they continue to make expected progress relevant to their starting points. The children's observations and assessments are kept in their learning files which include photographs of them at play. These are fully shared with the parents who have regular updates on their children's

p.3

who attend

progress and next steps. This enables them to respond and effectively contribute to their children's learning in partnership with the childminder.

p.4

who attend

The children use various tools to make marks with, such as, in the sand and with water and paintbrushes on the wall. Children are encouraged to recognise different letters, such as in their name. However, some opportunities are not always extended by the childminder to support children from making the most of their early literacy skills, to model writing for a purpose more in their play experiences. Children actively participate in preparing and making cakes. This includes breaking the chocolate pieces into two and then counting how many pieces are in the bowl. Children watch the chocolate melt give it a stir, a child commented that 'it is runny'. They mix the ingredients together looking at the changes in colour and texture. The childminder skilfully supports the children to develop their descriptive language and to predict what happens next. This effectively promotes children's problem solving and communication skills very effectively.

p.4

who attend

Books and stories are an important part of the day and children select their favourite story to share with the childminder. For example, the 'lifeboat book' and a child eagerly comments that the 'boat saved the man in the sea'. Children are confident in recognising different colours and shapes, to sort and count the super hero toys and to name the small world zoo and farm animals. This is effective in promoting children's growing understanding of mathematics and their awareness of the world around them. Children use different mediums and materials in their creative play which includes collages, paints and other tactile resources. However, there is scope to further extend opportunities for younger children to enhance their sensory experiences through introducing different textures and more natural resources. This means their experiences are not as rich as possible.

p.4

who attend

The childminder regularly attends local community activities to enhance children's social and physical experiences by being with other children. They are well-supported in developing their independence. They proudly show how they manage to put their coat and shoes on ready to go outside. Children use a variety of equipment that extends their physical play, such as, kicking the football and catching the toy frog and then rolling it down the slide. They use peddles on the tricycle to skilfully move around different obstacles which all promotes children's mobility and confidence. The range of activities and learning opportunities fully support children's personal, social and emotional development, communication, language and physical skills. This results in children being well-prepared as they progress onto the next stage in their learning and development.

p.4

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

Children are secure in their relationships with the childminder because she is sensitive to their individual needs in a caring and supportive way. Consequently children develop a positive sense of belonging that fully supports their growing confidence and independence. The children use the space and the good selection of resources and equipment to extend their learning experiences, because they are motivated and interested in what they do. The childminder regularly seeks parent's views in relation to their children's changing needs and interests. The childminder provides a transition form to share with parents and other early years providers in support of children's move to pre- school or nursery. This ensures that shared care, where appropriate, is effective in supporting continuity for children's learning.

p.4

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

Daily snacks are provided by the childminder and other meals as requested by parents. There is a positive emphasis on healthy eating with the children who contribute to the menus. This results in them trying and tasting different foods that foster their understanding of what helps them grow and develop. There are clear details shared with parents on the care of children when ill and the exclusion periods required to minimise cross-infection. Effective boundaries are applied by the childminder so children feel safe and familiar with the routines. Access to other activities and groups in the community support the children's development of their social skills, for example, to share and take turns and to make new friends. As a consequence, children are well-behaved and fully engaged in their play and learning. The children's understanding of keeping safe is managed well through their activities and use of the resources and equipment including

p.5

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

what they need to be aware of when outside. For example, a parent commented that her child was confident in what to do when crossing the road because of what he had learnt at the childminders. Opportunities to climb the tree in the garden enable children to take levels of risk that develops their growing confidence in a safe and supportive environment.

p.5

provision

The childminder has a good understanding of her role and responsibilities in meeting the requirements in the Early Years Foundation Stage Framework. She regularly monitors children's progress to assist her in her ongoing planning in what she provides, relevant to each child's needs and ability. The childminder has completed a detailed action plan that supports her to evaluate her practice and focus on areas to improve in the future. Since the last inspection, she has completed a childcare qualification. She has reviewed her observations and assessments of the children and how their interests are taken forward in her planning. The childminder seeks support from the local authority adviser, which results in a positive approach to her self-development. She continues to develop the quality of the teaching and learning in her setting by involving parents and children in discussions about improvements, as well as looking at what the children enjoy and achieve.

p.5

provision

The childminder has updated her safeguarding training and is well-informed about the procedures to follow if she had any concerns about a child. Children's well-being is managed effectively through the detailed policies, procedures and risk assessments in place. These support the childminder in the safe management of her provision for the children. The partnership with parents is good. They receive detailed information through the 'parent pack' on the care and provision available for their children. The daily diaries offer a regular two-way flow of information that enable parents to comment on changes to their children's needs or activities they have done at home. The children's learning journals are accessible at any time for parents and the childminder provides a written review of their children's development that they can discuss and contribute to. Questionnaires offer another form of communication for parents to share their comments.

p.5

provision

These are very complimentary on the range of enjoyable activities and learning opportunities provided for their children. Parents fully appreciate the ongoing support by the childminder for their children and childcare needs.

p.6

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.6

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 action. 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.7

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.7

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.8

Setting details

Unique reference number EY378620 Local authority East Riding of Yorkshire Inspection number 878774 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

p.8

Telephone number

set out in the guidance ‘Complaints procedure: 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.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.8

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, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.9

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.9

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.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10