Home Childcarer in North Yorkshire

Inspection date

Previous inspection date 30/04/2013 08/03/2011

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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 has a friendly and caring disposition, which is conducive to all children and their families feeling welcome. She has experience of working with children with special educational needs and/or disabilities and demonstrates a positive attitude to providing an inclusive environment.  The stimulating learning environment provided ensures all children have good opportunities to make expected progress towards the early learning goals. This includes good use of the local area and trips to places of interest.  High importance is put on keeping children safe. Safety equipment is in place and children are supervised well to effectively reduce the chance of accidents occurring.

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It is not yet outstanding because

 Information sharing with some settings children attend, are not as effective as others, so that continuity in all children's learning experiences, is fully supported.  Resources are not effectively labelled to enhance children's recognition and awareness of the meaning of words.

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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

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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.

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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 observed activities in the playroom, kitchen and garden.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, the childminder's self-evaluation documentation and a range of policies and procedures.

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Inspection activities

 The inspector held discussions with the childminder and observed her interaction with the children.  The inspector carried out a joint observation with the childminder.  The inspector took account of the views of one parent spoken to on the day.

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Information about the setting

The childminder was registered in 2010. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband, adult son and two other children aged 17 and 11 years in a house in Knaresbrough in North Yorkshire. The whole of the ground floor, the small bedroom on the first floor and rear garden is used for childminding. The family has a dog as pet. The childminder attends a toddler group and activities at the local children's centre. She visits the 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 nine children on roll, eight of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Tuesday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance the sharing of information between the childminder and every other practitioner in settings children attend, to further support continuity in their learning experiences

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

 develop further the labelling of resources to enhance children's understanding of the meaning of words.

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who attend

The childminder has attended a training session on the Early Years Foundation Stage. She demonstrates a good understanding of how to implement it well, including how to effectively promote children's learning and development. Consequently, children are well supported and make good progress. Educational programmes imaginatively cover each of the seven areas of learning. This results in children being keen to participate and consequently enthusiastic to learn. The childminder observes children at play to determine their natural interests, capabilities and preferred learning styles. Taking into account their age and stage of development, she then plans activities for each child. Consequently, children's individual needs are effectively met and they have many opportunities to make expected progress in their learning and development. An effective induction procedure includes the childminder discussing children's starting points with parents. This

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who attend

information, along with her high expectations of children, enables her to provide experiences, which offer appropriate challenge and build on their achievements.

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who attend

The childminder skilfully questions children, which effectively nurtures their thinking and language skills. This prepares them well for the next steps in their learning and ultimately starting nursery or school. The childminder also uses Makaton sign language with babies and toddlers. Consequently, they are encouraged to communicate from a very young age. A wide range of books are attractively displayed for children to freely access independently and to share with each other. These are complemented with trips to the library, which nurture children's love of reading. However, although displays have words added to them, there is scope to further develop the labelling of resources. This impacts on increasing opportunities for children to recognise and be aware of the meaning of written words. The childminder effectively promotes children's mathematical thinking through the provision of number puzzles, weighing and sorting activities. She supports children well as they learn

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who attend

to value people's differences through the celebration of festivals and accessing resources, which positively reflect race, gender and disability. This includes visiting a Chinese supermarket and restaurant to increase children's understanding of Chinese New Year. A wide range of planned and spontaneous creative experiences are provided to enable children to freely express themselves. Examples of this are when children explore music and movement activities, paint, cook and participate in role play.

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who attend

Good relationships have been developed with parents. The childminder discusses their children's progress with them as well as sharing individual 'learning journeys' so they can work together to enhance children's learning and development. Information is shared with parents regarding the Early Years Foundation Stage. Consequently, their understanding is raised of why activities are provided and how their children learn and develop.

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

The childminder helps children to become familiar with the setting and to feel confident and safe within it during the induction period. This ensures children are well supported in the transition from home to the childminding environment. Children have close, warm and supportive relationships with the childminder. Consequently, they develop strong bonds and show a strong sense of belonging. Children behave well and are learning to share and take turns well through the childminder's sensitive support. The childminder has developed a dedicated playroom as well as children being able to access the kitchen, living room and carefully planned outdoor area. Children are able to move freely as there is ample space and attractively displayed resources, which are clean and well-maintained. This reduces the risk of accidents, encourages participation and promotes independence well.

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

The childminder has a good understanding of how to achieve a balance between giving children freedom and setting safe limits. This results in children taking responsibility for their own actions through appropriate challenges, including negotiating large climbing equipment in the park. The childminder's flexible routine incorporates time for quiet play and rest, enhancing children's well-being. She provides well-planned outings, which results in children having good opportunities for large physical play, to enhance their climbing and balancing skills, including exploring the woods. Children thrive as the childminder provides nutritious meals and snacks. These include an interesting selection of fresh fruit, lasagne and homemade soup. She also liaises well with parents about the contents of packed meals should they decide to provide them. Consequently, children are encouraged to lead healthy lifestyles. Established routines and positive discussions result in children having a

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

good understanding of the importance of good personal hygiene. The childminder has a secure knowledge of relevant policies and procedures, such as the action to be taken regarding a sick child and the administration of medication. This helps to minimise the risk of cross-infection and safeguards children's health.

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

The childminder has not yet had any children leave her setting to start school or nursery. However, she demonstrates a good understanding of the benefits of sensitively preparing children for the move, including entering into positive discussions about the exciting activities they will participate in and the new friends they will make. This is conducive to a smooth transition for children.

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provision

The childminder is very familiar with the seven areas of learning and demonstrates a good understand of how to promote these, through effective educational programmes to further children's learning and development. Children are safeguarded well as the childminder clearly understands her responsibility in the event of a concern or allegation. Risk assessments and daily checks ensure that the premises, resources and activities are safe for children to access. The childminder links closely with other experienced childminders and attends various training courses. She is keen to further develop her childminding skills and is booked on to a childcare diploma course. Consequently, this has a positive impact on the high quality of the service she provides.

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provision

The childminder has a secure understanding of the advantages of liaising with external agencies to meet children's individual needs. Strong and meaningful relationships have been developed between the childminder and parents. This is highly beneficial to the continuity of care and learning opportunities children receive. The childminder is very aware of the benefits of working with other practitioners, where children receive care and education in more than one setting. Strong links have been developed with many of these, such as teachers at school and other childminders. This enables the childminder to effectively complement and extend activities for the majority of children. Examples of this are when she enabled children to continue planting activities with her and to carry on the theme of 'The Three Little Pigs'. She visits all the other settings children attend and gains information from notice boards, talking to staff and through the schools websites.

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provision

However, sharing information with some settings is not as effective as the majority of others. This impacts on enhancing the childminder's ability to further support continuity in all children's learning experiences.

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provision

The childminder is committed to further improving the setting to benefit the children who attend. Targets set are honest and realistic and build on the good practice already established. The childminder's self-evaluation process is continually developing, which contributes to her having a clear view of her strengths and the areas she can improve. Consequently, she is able to attend relevant training and gain support to enhance the service she provides. The action and recommendation raised at the previous inspection have been positively addressed. This has resulted in all consent forms containing the required information and policies and procedures being unique to the childminder, to further safeguard children.

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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 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.

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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 EY413611 Local authority North Yorkshire Inspection number 874294 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 ‘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.

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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, which are usually the childminder’s 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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