Childminder in North Yorkshire

Inspection date

Previous inspection date 03/06/2013 26/01/2010

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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

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This provision is good

 The childminder is warm, caring and friendly. As a result, children develop close and caring relationships with her. This provides a good foundation on which to base their learning.  The childminder has a good understanding of how children learn and this is combined with a wide range of activities. This supports children in making good progress in their learning and development.  The childminder demonstrates a good understanding of her responsibilities with regard to the welfare and safeguarding requirements. Consequently, children are cared for in a welcoming and friendly environment that promotes their safety and well-being.  Children have good opportunities to learn about healthy lifestyles. This is through consistent daily routines and well planned activities.

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It is not yet outstanding because

 The organisation of some of the childminder's resources does not fully support children in making further independent choices about their play.  There is scope to improve the outdoor play area to enhance opportunities for children to explore and play with large play equipment.

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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 had a tour of the premises and observed children playing.

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Inspection activities

 The inspector looked at children's learning journey records, a selection of policies and children's records and involved the childminder in a joint observation of an activity.

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Inspection activities

 The inspector took account of the views of parents through written comments on completed questionnaires.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 11, eight and six years in a house in Catterick Garrison. The whole of the ground floor and the rear garden are used for childminding. The family has a pet dog, a cat and chickens.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. The childminder supports children with English as an additional language. There are currently eight children on roll, of whom four are in the early years age group who attend for a variety of sessions and four are school-age children who attend before and after school. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance the organisation of resources to develop opportunities for children to make further independent choices about their play

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

 extend opportunities to develop children's physical skills in the garden, for example, by providing further resources for them to explore, balance, ride and climb on.

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who attend

The childminder has a secure understanding of how to promote children's learning and development. This is combined with providing children with a wide range of activities which engage and capture their interest. As a result, children make good progress in their learning and development. The childminder uses information gained from parents along with observations of children to ensure that she can build on what children already know and are interested in. She completes detailed learning journey records for each child. These include photographs, examples of the children's work and observations of their learning which are linked to the areas of learning. These are used to identify children's next steps in learning and provide a detailed record of children's progress. The childminder has not been required to complete any progress checks at age two years for children. However, she has a good understanding of the importance of carrying out progress checks

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who attend

should she need to. The childminder shares children's learning journey records regularly with parents along with verbal feedback, this helps to keep parents up to date about their child's learning. In addition, information, such as the current topics and the weekly planning are clearly displayed for parents to see. This means that parents are able to continue their child's learning at home.

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who attend

The childminder supports children well to make good progress in all areas of their learning. This ensures they have the skills, attitudes and dispositions they need for later transitions to nursery and school. She promotes children's communication effectively by talking to children constantly as they play. For example, she introduces language such as 'more than' and 'the same' into their play and encourages them to talk about the size of the towers they have built. Children with English as an additional language are supported effectively. For example, the childminder obtains key words from parents in children's home language and spends time learning how to pronounce them correctly. This helps her to be able to use them appropriately to support children's learning. The childminder provides good opportunities for children to develop their creative skills and hand to eye coordination. For example, through activities such as exploring dried pasta, painting,

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who attend

gluing and using crayons to make rubbings of different textures in the garden. The childminder has a good understanding of how to tailor activities to meet the needs of the different age ranges she is caring for. For example, younger children are encouraged to identify the colour of the crayons, while older children remark that their rubbings look 'like scales' as the childminder encourages them to describe their drawings. Children have good opportunities to learn early mark-making skills, for example, they practise writing their name on their drawings. This is combined with them beginning to acquire phonic knowledge as the childminder encourages them to spell out their names as they search for their laminated name to register their arrival at the setting.

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who attend

Children use their imagination well to recreate everyday situations with the wide range of home play equipment. For example, they enjoy making 'cups of tea' and 'sandwiches' for the childminder. Younger children develop their hand to eye coordination as they play with toy spoons and cups and pretend to 'feed' the childminder. The childminder raises children's awareness of different cultures through planned activities, such as celebrating the Chinese New Year and through play. For example, the childminder explains to them what 'croissants' are and which country they come from. Children's demonstrate a good understanding of the natural world. For example, they explain at length, how the childminder's chickens hatched out of eggs. Children's physical skills are promoted well through daily walks and regular trips to the nature reserve and the park, where they can climb, and run around. The childminder introduces early counting skills well through

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who attend

everyday activities, such as encouraging children to count how many raisins they have at snack or how much money they have in their role play. This helps children to learn in a fun way.

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

Children are very settled, happy and confident with the warm and friendly childminder. The relationship between them is very good and they clearly enjoy each other's company, for example, younger children look to her for reassurance and give her cuddles. Children's behaviour is good as they are fully engaged in their activities. The children show care and concern for one another, for example, they recognise when their friends look upset and talk about what they can do to 'make them happy'. This shows that their personal, social and emotional skills are developing well. The positive attachments the childminder has with the children are supported by effective settling-in procedures and the sharing of good information with parents. This means that children's transition between home and the childminder's setting are well supported. The childminder provides children with regular opportunities to socialise with their peers through attending a wide range of play groups.

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

This is combined with daily trips to the local school to collect older children to help to prepare children for later transitions to school.

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

Children have ample space to move around in the childminder's home and they do this confidently. Resources are plentiful and of good quality, and a good range is set out each day for children based on their interests and stage of development. However, there is room to improve the organisation of some of the childminder's resources to provide further opportunities for children to make independent choices about their play.

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

Children have regular opportunities to enjoy the fresh air and to be physical through a wide range of outings. This includes trips to farms, parks and local play groups. Children also play regularly in the childminder's garden, for example, on the swing and with a football. However, there is scope to develop the childminder's outdoor area to provide further opportunities for children to be physical and explore. Consistent daily routines and planned activities support children's understanding of healthy lifestyles. For example, they independently sing hand washing songs as they wash their hands before snack and talk confidently about the strawberries they have grown with the childminder. Parents provide packed lunches for their children, however, healthy eating is reinforced by the childminder with snacks of fresh fruit and access to regular drinks of water. The childminder supports children's awareness of keeping safe well. For example, they set up road safety sessions

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provision

The childminder has a secure understanding of her responsibilities for meeting the safeguarding and welfare, and the learning and development requirements of the Early Years Foundation Stage. She has a good knowledge of child protection issues, such as the signs of abuse and neglect and procedures to follow if she had a concern about a child in her care. This effectively protects children from harm. Written risk assessments and constant supervision of children ensures that risks to children in her care are minimised. Documentation is organised well and is used effectively by the childminder to safeguard children and support their welfare. This includes children's details and medical records.

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provision

The childminder knows the children she cares for well and uses this to provide children with a wide range of child-initiated and adult-led activities which are based on their individual interests and next steps in learning. Through regular observations and monitoring of children, the childminder ensures that all areas of learning are covered. This supports all children to make good progress towards the early learning goals. The childminder has positive relationships with parents. They receive copies of her policies at the start and the childminder uses verbal feedback and daily information sheets to ensure that parents are kept up to date about their child's care. A wealth of information including, the weekly planning, snacks and Makaton signing information is displayed for parents to see. As a result, parents are well informed about the childminder and how she works. The childminder has a good understanding of the importance of sharing information with other

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provision

providers of the Early Years Foundation Stage. This helps to promote consistency for children who attend more than one setting.

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provision

Self-evaluation is good because the childminder is positive about developing and reflecting on her practice. She has recently completed a National Vocational Qualification Level 2 in childcare and she is committed to working closely with local childminder's to discuss and further develop her practice. As a result, she has a good understanding of her areas for development, including, further developing her procedures to share information with other providers of the Early Years Foundation Stage. The childminder has fully addressed all of the actions and recommendations raised at the previous inspection. This includes, ensuring that all adults living on the premises have had appropriate checks to ensure their suitability. This promotes safeguarding children and demonstrates a positive attitude towards continuous improvement.

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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 EY393760 Local authority North Yorkshire Inspection number 821863 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 8

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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

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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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