Childminder in North Yorkshire

Inspection date

Previous inspection date 13/05/2013 13/11/2008

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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 supports the children's language and communication skills effectively. This is because she talks to them consistently during daily activities and routines.  The childminder understands the children's individual learning needs effectively. This results in children receiving good support to help them progress across the seven areas of learning.  Children develop positive relationships with the childminder and the other children. This is because the childminder includes all of them, and praises them during activities and routines.

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It is not yet outstanding because

 There is scope to further assist children in recognising numerals outdoors, to support their mathematical skills.  The way resources are stored does not always allow children the optimum space in which to move around and freely explore the wide range of resources available to maximise their learning.

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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 spoke to the children present.  The inspector observed activities and resources in the main playroom and outside.

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Inspection activities

 The inspector spoke to the childminder about the learning intentions of several activities observed at the inspection.

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Inspection activities

 The inspector sampled a range of documents, including learning records and policies and procedures.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her family, including two children aged four and five years, in Cowling, near Skipton, West Yorkshire. The whole ground floor of the house is used for childminding, and there is access to the bathroom on the first floor. There is an enclosed play area to the front and the rear of the house. The family pets include cats, a dog and a rabbit.

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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 parks on a regular basis. She collects children from the local schools. There are currently 13 children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am 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:

 extend the opportunities for children to make the best use of the space in their play indoors, for example, by regularly reviewing where to store resources to create more space

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

 extend the opportunities for children to recognise numerals by adding numbers to all areas of learning, including the outdoors. For example, place number labels on each bike and the corresponding number on each parking space.

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who attend

The childminder understands the children's individual learning needs effectively. This means that all age groups and abilities of children receive good support to help them progress across the seven areas of learning. Children are making good progress overall, according to their individual starting points and time spent at the provision. The observations and assessments of children are used effectively. For example, the childminder is led by what the children like to do, and she builds on this through observing what the children know and can do, in order to plan for their progression towards the early learning goals. This ensures that they move on to the next stage in their learning. All of this supports children's all-round development and their readiness for school effectively. Children have access to good quality books and enjoy exploring them. The childminder supports their early reading skills effectively and she includes all of them as she reads a

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who attend

story. For example, she encourages them to point to the pictures and words. She is enthusiastic in her approach, and this makes it fun for the children, resulting in them joining in eagerly. Older and more able children can recognise familiar letters, and with encouragement from the childminder point them out in the environment. The children often make marks on paper and they make recognisable shapes, supported effectively by the childminder who guides them as they explore a variety of crayons and pens. They discuss their marks, and as they do so the childminder asks them open-ended questions to extend their thinking. This works effectively to support children's learning as they make links to home. In addition, the questions instigate a discussion about the types of plants that they are growing at the setting and how they care for them.

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who attend

The childminder helps children recognise numerals through various activities, and by displaying numerals within the provision, which she often refers to. This supports children's mathematical learning as they play. Children play hopscotch outside at times. The childminder helps them learn to recognise numerals at this time, as well as developing their physical skills. However, there are other ways which could be used to help children recognise numerals, and therefore further extend their mathematical skills. For example, through extending the use of number labels within the outside play area on a more regular basis.

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who attend

Children are developing their communication and language skills effectively because the childminder talks to them consistently during activities, and she listens to them. In addition, the childminder helps children sing familiar songs and rhymes, and she teaches them new ones. The children use their imagination during a role play activity, which is designed by the childminder to help the children express themselves and develop their creativity effectively. The childminder skilfully introduces a variety of musical instruments into the children's play. They have great fun as they explore the different types of instruments robustly. The childminder helps them by encouraging them all to join in and to listen to the sounds they are making as they explore.

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who attend

The childminder collects clear information from the parents about what the children can do before they start at the provision. This enables her to plan for children's future learning. Parents are effectively involved in their individual child's ongoing learning. For example, they discuss how the children are progressing, and they share the children's records of learning, which also includes clear information about the progress check at age two where appropriate. The childminder works with the parents to help children progress specific skills, such as developing the children's communication and language skills. This means that both parties are consistently involved to support children's progress.

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

The childminder helps children form good independence skills during daily activities and routines. For example, the children learn how to put on their own shoes and their own coat. They receive regular praise for achieving these tasks, and for others, such as for counting and joining in activities. The childminder manages their behaviour effectively. For example, she includes them all in activities, explains situations to them and she is calm in her approach. This results in smiling children who respond positively to her, and to the other children, and their behaviour is good. This also results in the children becoming confident, and their self-esteem is effectively supported. They show this as they happily carry on with their activities.

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

The effective input they receive from the childminder, to help them learn how to make positive relationships and be independent, helps support their transitions from the provision to nursery and school when the time comes. The childminder spends time getting to know the children when they first attend, and the information from parents helps to support their transitions from home into the childminder's care effectively. Children develop a good understanding of healthy lifestyles through receiving lots of exercise and fresh air in the garden or on outings. Children's self-care needs are well met. For example, the childminder works closely with the parents to develop toileting skills, and she talks through the importance of washing their hands at appropriate times. This effectively supports children's thinking and promotes their good health.

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

Healthy eating is effectively promoted because the childminder gives the children nutritious food choices, such as a different variety of fruit at snack time, and they can freely access drinking water and also have milk. The childminder provides simple but balanced meals, such as egg, tuna and ham sandwiches, or fish with vegetables and potatoes.

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

The resources are profuse and of good quality, and overall the childminder uses them effectively to support children's learning. In addition, they are suitable for their individual developmental stages. However, the childminder is not always fully flexible with how some of the resources are stored, which at times reduces the space indoors. This means that the children do not always have the opportunities to put the space to the best possible use, to further aid their exploration, and therefore maximise their learning. Children explore a hygienic environment which is regularly risk assessed. This ensures that the children can safely investigate the environment. They learn about risks and how to manage them as they play. For example, the childminder ensures that they practise the fire evacuation procedure, and that they handle resources carefully. She talks to them about how to keep themselves safe indoors, outside and while on trips.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements to support her in ensuring children's safety and well-being. She has taken effective action to address previous actions to improve her practice. For example, she has attended safeguarding training to ensure her knowledge and understanding are up to date with current procedures. As a result, she has a good awareness of child protection procedures and the action to take if she has any concerns about children's welfare. She is careful about maintaining the privacy and confidentiality of the children in her care. She regularly reviews her risk assessments and takes effective steps to ensure children's ongoing safety in her home and garden and while on outings. This means that the children are effectively supported by the childminder to ensure their safety and well-being.

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provision

The childminder has a good overall knowledge of how to implement the learning and development requirements to cater for the differing skills of children cared for. This is demonstrated in how the childminder understands each child's individuality, which results in effective plans of learning opportunities being put in place to support them. This includes forming good relationships with the parents, and working closely with them to support the children's ongoing development effectively.

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provision

Effective self-evaluation, overall, takes account of the views of parents through discussion and questionnaires. A sample of these questionnaires demonstrates that the childminder works with the parents to support children and to keep parents fully informed of daily events at the provision. The childminder demonstrates a good commitment to regularly review and update her professional development. For example, through reviewing how she implements the learning and development in the provision, she has found an effective way of supporting individual children to ensure that any gaps in their learning are effectively filled. This supports their ongoing learning. She attends regular training linked to the learning and development requirements and the safeguarding and welfare requirements to help her improve her practice to support children. The childminder takes account of the children's views by ensuring that they have a voice by listening to them

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provision

and ensuring that they explore and use the toys that they choose. In addition, older and more able children contribute their thoughts in written form, demonstrating what they like about the provision.

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provision

The childminder forms good relationships with other provisions children may attend in the future, such as the local school and playgroup. She has an effective understanding of the importance of sharing relevant information to support children's care and learning at the appropriate time. She also demonstrates a clear understanding of the importance of working in partnerships with other agencies if required in the future. This ensures that children receive consistent support to promote their all-round development.

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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 EY371618 Local authority North Yorkshire Inspection number 911665 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 13

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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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