Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 22/05/2013 26/02/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The children are happy and engaged and have formed close relationships with the childminder because she is sensitive to their individual needs. This results in children being settled and secure.  The childminder promotes children's personal, social and emotional development; communication and language skills and physical development. Consequently, children are confident in what they do.  The partnerships established with parents are positive because the childminder provides a shared approach in support of their children's ongoing needs.

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It is not yet good because

 The planning for children's next steps to learning are not clearly identified through their observations and assessments, to enable the childminder to provide learning experiences that further challenge children to progress in all areas of their learning.  The opportunities to complement what children learn in other early years settings where they attend is not yet extended by the childminder, to provide a more shared approach to children's learning and development.

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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 with the childminder and children and held discussions with them throughout the inspection.  The inspector looked at children's daily books, and the childminder's self-evaluation.  The inspector looked at relevant policies, procedures and records.

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Inspection activities

 The inspector took account of parents' views through written information and those spoken to on the day.

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Information about the setting

The childminder was registered in 2005. She is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged 13 and 12 years and two nephews aged three and two years in the town of Beverley, North Humberside. The whole of the ground floor and the rear garden are used for childminding. The family has three dogs, two cats, and a tortoise as family pets.

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Information about the setting

The childminder attends local community activities, including the children's centre, and visits the shops and park on a regular basis. She collects children from the local school and pre-school. There are currently three children on roll and two are in the early years age group and attend for a variety of sessions. She operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the local childminding group.

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must:

 develop more challenging experiences for children in all areas of their learning; by using more informed observations and assessments of children's learning, to clearly identify their next steps and inform planning for individual children's progress.

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

 enhance the opportunities to complement the learning children receive in other early year settings, to promote a more shared approach to children's ongoing learning and development.

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who attend

The childminder seeks information from parents about their children's needs, interests and routines. This is used to assist the childminder in how she assesses children's starting points and provides activities that enable them to settle in. The children have a daily book that the childminder uses to share details with parents of their child's day. Including various activities and observations of what the children have enjoyed and their interests. On discussion, the childminder uses this information to provide other activities and resources to support children's learning. However, the observation and assessment of the children is not clear in identifying children's achievements and next steps, to ensure the planning of more challenging activities effectively supports children's ongoing learning and progress. As a result, children only make steady progress towards the early learning goals. The children's daily books also provide opportunities for parents to contribute what

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who attend

activities their children like doing at home, to share their achievements in support of their children's development.

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who attend

The childminder takes time with the children to talk and listen to what they have done, such as at pre-school. She engages them positively in their play by asking them what resources they want to play with. Children readily share their experiences about dancing with their friends at pre-school and proudly announce they ate 'carrots' at dinner. Story time provides opportunities for the children to discuss what they see in the pictures. This results in children developing their growing language and communication skills and confidence to express themselves. Resources offer opportunities for the children to develop their early literacy skills, to use chalks and different brushes and crayons to make marks with on different surfaces. The childminder takes the children to community activities, such as music and creative sessions. This enables them to extend their experiences and social skills in a group setting.

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who attend

The childminder bakes with the children and they have planting boxes to grow vegetables which they can eat. This supports their understanding of nature and where food comes from. Children enjoy being in the garden and access a good range of different physical challenges. This includes pedal bikes, different styles of swings they can move onto as they gain their confidence, ball games and the trampoline. Children use smaller resources, such as, threading, various jigsaws and construction bricks that require different skills. These experiences are effective in extending children's confidence and physical development well. The childminder regularly introduces numbers and counting with the children. For example, snap and matching games or counting the toy cars in the garage, these develop children's mathematical skills appropriately through their daily activities. The children use a variety of sensory resources, such as bottles with various fillings that show

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who attend

different colours and they can shake them to make different sounds with. This supports the children to explore different textures and mediums. Children enjoy 'chatting' on the play phones or dressing-up. This enhances children's imagination and enables them to re- enact what they see and experience. The support provided by the childminder in developing children's skills is appropriate to enable them to move onto the next stage in their learning either to pre-school or nursery.

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

The children are happy and engaged and have formed close relationships with the childminder. She is sensitive to their individual needs and provides a caring and supportive environment for them. As a result, children are settled and develop their growing confidence and independence. Time is provided for settling in to enable both the children and parents to be secure with the arrangements and provision. This enables a smooth transition into the childminder's care. The childminder seeks parents' views in relation to their children's changing needs and interests. Children use the space both inside and outside well and this is supported with a good selection of resources and equipment. Children make choices in what they do and access these from the boxes displayed. This supports children to suitably develop their learning experiences.

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

The childminder has a consistent and caring approach to behaviour management. She offers children positive praise and support and values their achievements. Consequently, they feel secure and self-assured in what they do. This contributes well to enhancing children's personal, social and emotional needs. Information is shared with parents on the care of children when ill to support the childminder in minimising cross-infection. The childminder provides children with snacks and meals and encourages them to eat healthily by offering different foods for them to taste. As a result, children are eating a broader selection, such as different vegetables, in their diet. They learn about the importance of washing their hands and to manage their personal care. Children have daily opportunities to be outside in the fresh air and to be active. These all contribute to develop children's understanding about healthy lifestyles. Children learn about safety because the

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

childminder teaches them how to handle tools and equipment appropriately. They help to tidy up to prevent accidents. She teaches children about keeping safe outside, such as when crossing the road, to use 'stop, look and listen' as their guide. This is extended through the safety activities provided at the local children's centre. These contribute well to enhancing children's awareness of keeping safe.

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provision

The childminder has used the 'Development Matters in the Early Years Foundation Stage' guidance, to assess children's starting points. The monitoring of the teaching and learning is in the early stages and is not yet effective in developing how the childminder takes forward children's next steps to support their ongoing progress. The childminder has completed her self-evaluation to identify where she needs to develop her skills and knowledge, but recognises her strengths. This includes parent feedback and taking account of what the children enjoy and do. She has sought guidance from the local authority and attended training. This has supported the childminder in how she moves forward in the future.

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provision

The childminder has regular contact with other childminders in the community. This provides support and the sharing of ideas and good practice. However, the childminder has not yet extended the opportunities to complement the learning children receive in other early year settings; to enhance a more shared approach to children's ongoing development. The childminder is informed about partnership working with other professionals to support children if they have additional needs.

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provision

The childminder has updated her safeguarding training and is informed about child protection procedures. She has all the relevant contact details if she had concerns about a child, to ensure their ongoing safety and well-being. Risk assessments and all other required policies, procedures and documentation are in place and reviewed by the childminder. Partnerships with parents are good. Information is shared with them from when their children start in the childminder's care. Parents have daily contact with the childminder to share information through the daily books and verbally about how the day went and what their children have enjoyed. The feedback from parents is complimentary about the close caring relationships their children have with the childminder. They are confident that their children are settled and happy. Parents know their children have fun and enjoy the activities provided because they readily share what they do at the

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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 EY297309 Local authority East Riding of Yorkshire Inspection number 877836 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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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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