Lamb, Victoria Brenda

Inspection date

Previous inspection date 24/06/2013 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 secure knowledge of how young children learn. She holds a recognised childcare qualification and is experienced in caring for children. Consequently, children are provided with a good range of stimulating, challenging and fun activities, which supports them to make good progress in their learning.  Children's well-being is effectively promoted as the childminder knows them well and meets their individual needs. As a result, they are healthy, safe and happy in the setting.  Partnerships with parents are trusting and strong with effective communication sharing, enabling the childminder to tailor the care and learning children receive. Consequently, children feel secure and happy and are motivated in their play and learning.

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It is not yet outstanding because

 Younger children do not have consistently rich opportunities to learn through exploring and investigating natural and everyday objects, to help them understand the world.  There is scope to further enhance the stimulating learning environment for the younger children by placing mirrors where they can see their own reflection and talking to them about what they see.

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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 the childminder and the children in the playroom, kitchen, conservatory and garden.

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Inspection activities

 The inspector looked at a selection of the childminder's documentation including, children's learning profiles, training certificates and information shared with parents.

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Inspection activities

 The inspector acknowledged the views of the parents through written statements in children's learning profiles and their daily diaries.

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Inspection activities

 The inspector talked to the childminder and the children at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2013 and is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged five and two years in a house in Harrogate. The whole of the ground floor, plus the bathroom and bedroom on the first floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends toddler groups 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.

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Information about the setting

There are currently three children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates from 7am until 6.30pm, Monday to Friday all year round with the exception of Bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder holds a Diploma in Childcare at level 3.

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

 enhance play and learning opportunities for younger children further by extending the range of natural materials and textures for them to explore, for example, in treasure baskets

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

 enhance the stimulating learning environment by using well placed mirrors, enabling younger children to see their own reflection and talking to them about what they see.

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who attend

The childminder holds a recognised childcare qualification and has experience of working in childcare settings. This experience supports her to provide children with good opportunities to learn. Also to develop the skills they need for the next stage in their learning and their transition into nursery and school. This is further supported by the range of activities she provides, her interaction and the quality of her teaching ensuring children make good progress across all areas of learning. The childminder is using her knowledge of child development to monitor and assess children's learning. She records observations on the children in individual learning profiles. These observations are supported by photographic evidence, they are linked to the areas of learning and assess how best to move the children on to their next stage. The childminder uses the children's identified next steps and completes individual planning. This is shared with the parents to

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who attend

ensure they are well-informed about their child's stage of learning and can continue to support them at home. It also ensures a consistency in learning and close working partnership. The childminder is aware of her responsibility to complete a progress check at age two on children and share information with the parents. This further ensures that parents have a clear picture of their child's development and future learning needs.

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who attend

For the very young children the childminder supports their personal, social and emotional development. On entry to the setting, she requests that parents provide their children with a 'chatterbox'. This is a colourful box filled with familiar objects from home and photographs of family, other special people and familiar places to the child. The childminder uses these effectively as part of the settling process, but also to engage children in early conversations, developing their vocabulary and language skills. There is, however, scope to further support children's early language and their self-confidence and awareness, by using well-placed mirrors. This supports children to see themselves and by talking to them about what they can see, their ongoing development in these areas is enhanced.

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who attend

The childminder has developed child-friendly play areas within her home and this includes free access to outdoor play in the garden. Resources are of a good quality and support children to make independent choices about their play as they are stored in low-level boxes. Young children not only explore and investigate the toys that are available to them, but they join in music and singing time. Children sit together with the childminder and choose props from the bag. The more able children name the chosen prop and identify the song, which this links to, for example, 'Humpty Dumpty'. The childminder and older children sing the words to the song while the younger ones wave their shakers, bells and tambourines excitedly, enjoying the sounds they make. The childminder recognises this excitement in the children and joins in giving them lots of eye contact, praise and cuddles. During other rhymes the childminder encourages the more able children to follow her lead

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who attend

with the actions. The younger ones sit and watch, taking in what they see in readiness for them to join in as they develop.

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who attend

Young children are stimulated by the range of early technology resources that are available to them. For example, children press buttons on the telephones and activity centres. They show delight as they babble and giggle when they see the lights flash and hear the music play. The childminder's play rooms are well-resourced with age and stage appropriate toys and activities. There is however, room to extend the use of natural resources to introduce children to different textures and materials in their play and exploration, for example by providing treasure baskets. In the garden, children explore the different areas moving with developing confidence using walkers to support their early walking skills. They watch the balls the other children and the childminder roll about and have fun playing in the sand tray. Children are provided with a range of spades, scoops and tubs to fill, pour and empty. The childminder joins in with the play and enhances their

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who attend

investigations. She adds shells into the sand which the children feel and hide before digging about to find them again with glee. The childminder encourages the more able children to add water to the sand and they talk about the difference this makes. Children discover that the sand sticks together and with help from the childminder they build small sand castles. This supports children's interests and their understanding of different media.

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

The childminder supports children to make an easy transition into her setting. She ensures she makes good attachments with them by getting to know their individual routines and care needs and meeting these effectively. Children's home routines for sleeps and meals are provided for. This also supports the confidence the parents have in the childminder and her ability to give high quality care to their child. The childminder places a high priority on settling children and the partnerships she has with their parents. Flexible arrangements for settling are in place, and also include the childminder visiting the children in their own home if the parents wish. Good attention is given to keeping children safe while in the home and on outings. They learn about road safety and practise the emergency evacuation procedures so that they learn about how to keep themselves safe. Furthermore, children begin to tidy the toys when they have finished with them, following

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

reminders and lots of praise from the childminder. This supports them to understand how to keep a safe play area.

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

Children learn about healthy lifestyles in the care of the childminder. They are provided with a good variety of healthy snacks and meals, which are freshly prepared and take into account children's dietary needs. Meal times are a social occasion with the children sitting together and the childminder engaging with them to develop their social interactions and understanding of healthy options. Children enjoy being active and learn about the importance of fresh air and exercise, through daily outings and activities in the childminder's garden. They are developing good self-care skills from an early age as they use individual wipes to clean their hands and face after eating their snacks and meals. Care routines such as nappy changing follow good hygiene routines. The childminder uses these times to closely engage in one-to-one time with the very young children, for example, tickling their tummies and responding to their babbles.

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

Children have good opportunities to socialise with others as the childminder takes them to local toddler groups and the children's centre. This helps to develop their understanding of the need to share, take turns and play as well as preparing them for different transitions in their life, such as nursery. The childminder is a good role model, who teaches the children about kindness and respect through praise and the positive example she sets. She adopts various ways to celebrate children's achievements, for example, by offering positive praise. This helps to raise children's self-esteem and confidence. Inclusion is given good attention and all children are warmly welcomed, valued and respected.

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provision

The childminder has very thorough safeguarding policies and procedures which she uses to support and protect children from abuse and neglect. She is clear about the signs and symptoms of abuse and the steps she would take should concerns arise. Detailed information is shared with the parents to ensure they are aware of her responsibilities. Safeguarding training has been attended and continues to be updated to ensure the childminder remains fully informed and actively protects the children in her care. The childminder keeps her documentation in an organised manner to ensure requirements are met and to fully promote the health and safety of the children. She completes thorough risk assessments across all aspects of the provision to keep children safe and secure. The childminder makes the best use of the available space and organises the setting to create a child-friendly, welcoming and accessible environment.

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provision

The childminder thoroughly reflects upon all aspects of her provision in order to plan continuous improvement in the experiences that she offers children. She is clear about her strengths and has identified further training and the development of equipment within the setting as future areas to enhance. The childminder has included the views of the parents in her evaluations of the setting, through discussion and comments in children's profiles. This adds to their involvement and commitment to supporting the childminder and their children. Parents' comments about the provision and care their children receive are positive. For example, they write how happy they are with the way their child has settled and how eager they are to be in the childminder's care. Parents also comment on how they feel their child is developing well in their overall learning.

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provision

The childminder establishes and maintains good relationships and communication with parents. They receive detailed information at the start of the care arrangement and this explains how the service operates. Information is effectively shared on an ongoing basis through discussion, pictures and notices in the home and individual daily records for the very young children. The childminder meets with other professionals and childcare providers in order to share good practice ideas, supporting continuous improvements. Her professional networking and links with the local schools and pre-schools means she can share information about children's learning and offer complementary development opportunities within her setting. This further promotes children's learning and helps prepare them for their ongoing transitions to other settings, when the time comes.

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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 EY456194 Local authority North Yorkshire Inspection number 900376 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 3

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Name of provider

Date of previous inspection not applicable

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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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