Trevor, Andrea Patricia

Inspection date

Previous inspection date 11/06/2013 08/10/2009

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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 excellent partnerships with parents. She gives the highest priority to the sharing of information, which means the care children receive in her setting is a true reflection of their home life. As a result, children settle extremely well and parents have complete faith and trust in the childminder.  Children are cared for in a very safe and inclusive environment. Each one is valued highly as an individual and children with special educational needs and/or disabilities receive excellent additional support. This means each child is supported very effectively to reach their full potential.  The childminder makes very good use of praise to acknowledge children's efforts and achievements. This means they develop high levels of self-esteem and behave extremely well, which promotes a very calm and relaxed atmosphere.  Children are offered a good range of activities, including regular opportunities to take

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This provision is good

part in visits and outings. These capture their interest and enrich their experiences, which means they make good progress in their learning and development.

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It is not yet outstanding because

 Children do not have ready access to a wide range of resources that support their imaginative play outdoors.  Children do not have sufficiently rich opportunities to use materials to make marks and develop their writing skills during outdoor play.

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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 in the downstairs rooms of the house and the outdoor area.

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Inspection activities

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

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Inspection activities

 The inspector looked at a selection of children's learning records, planning documents, policies and children's records.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from written testimonials they had also provided.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 12 and 10 years in an end of terrace house in north east Hull. The whole of the ground floor of the home and the rear garden is used for childminding purposes.

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Information about the setting

The childminder has a relevant early years qualification at level 3. She attends a toddler group and visits the shops and park on a regular basis with children. The childminder collects children from the local school and nursery. There are currently 13 children on roll, of whom six are in the early years age group and attend for a variety of sessions. The childminder supports children with special educational needs and/or disabilities. She operates all year round Monday to Friday, from 7am to 6pm, except for bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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

 increase the opportunities for children to use materials and props that support role play in the outdoor area

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

 enhance the opportunities for children to make marks and use writing in the outdoor environment, such as using writing for a purpose during role play.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage and the characteristics of effective learning. She is confident in her teaching and supports children's learning very effectively so that they gain the necessary skills in readiness for school when the time comes. For instance, she gives children time to play uninterrupted which enables them to follow their interests and to successfully direct their own learning. For example, one child sits quietly and builds a long line of bricks; they then carefully selects other bricks to make a tower in the middle to extend her idea. This shows the child is able to think critically and discover things for herself. The childminder also offers activities that she plans and leads herself. These are carefully linked to children's interests. For instance, she knows that children are currently fascinated by mini beasts so she provides printed pictures for them to decorate and colour in. As she shows children the

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who attend

pictures she assesses their prior learning by asking if they can remember the names of the creatures. Children confidently identify a snake, snail and a bee. When they identify a spider the childminder pretends to be frightened and children laugh with delight at her response, which shows they also have fun in their learning.

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who attend

The childminder supports children's communication and language development very well through conversation. This effectively enables them to develop good thinking and speaking skills. For example, the childminder knows one child recently visited a zoo. She shows a genuine interest as she asks the child 'What animals did you see at the zoo?' When the child replies that he saw a giraffe the childminder shows surprise and asks 'oh, what did you do when you saw a giraffe?' The child then delights in explaining how he fed the animal. As babies babble the childminder explains to older children that this is how babies learn to talk. She encourages the older children to talk back to them and when they do so babies then babble back with delight. The childminder provides children with a good range of craft resources to support their creative development. For instance, she provides them with pieces of material made from corn starch so they can decorate their

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who attend

mini beast pictures. She also provides safety scissors so they can cut the material into smaller pieces if they wish. Children become fully immersed in the activity and show pride in their finished work. The childminder skilfully extends the activity for more able children by encouraging them to write their own name on their work and to name the letter sounds as they do so.

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who attend

The childminder provides excellent tailored support for children with special educational needs and/or disabilities through close partnership working with parents and information from other agencies. She promotes a very inclusive approach to meeting children's needs. For example, she is relentless in sourcing resources she knows will be beneficial in supporting children's development, such as those with flaps and knobs, that help them to develop their grip. Exercises to strengthen children's muscles are included when singing songs and rhymes, such as 'Wind the bobbin up' as these include clapping actions. The childminder makes careful observations of children's learning and uses these to compile a detailed and well-presented learning record for each one, which includes the statutory progress check at age two. This enables her to successfully monitor and assess children's progress. Parents regularly share their child's achievements at home with the childminder.

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who attend

For example, they add photographs and comments of activities their child has been involved in and what they have learnt, to the record. This means the childminder has a full picture of children's development and can plan precisely for the next steps in their learning.

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

Children settle extremely well in the childminder's care because their transition into her setting is managed sensitively. For instance, settling-in visits are tailored to the needs of each child, which means they become familiar with their new environment at their own pace. Parents are asked to record their children's routines, likes and dislikes, which means the childminder is able to provide care that fully reflects their home life. This provides security and stability for children. Consequently, children develop close and trusting bonds with the childminder who becomes an important part in their lives. For example, they happily leave their parents on arrival and they settle quickly for their nap, waking refreshed and keen to play again. One child is also keen to show the craft item she made at home and gave the childminder for her birthday. Another child writes to the inspector to let her know that the childminder makes the 'most delicious pasta in the world'. The

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

childminder provides children with good opportunities to take part in activities outside her setting, which enables them to develop their social skills as they interact with other adults and children. This further prepares them for school. For instance, they regularly visit a children's farm, an aquarium and a toddler group. They attend church services at Christmas and Harvest time and celebrate the Chinese New Year with a meal at a local restaurant. One child excitedly relates how she enjoyed eating noodles at the restaurant, which shows the experience was very memorable for her.

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

The childminder gives high priority to promoting children's good health. For example, she provides them with nutritious food at mealtimes; including fruit they have chosen at the greengrocers. She explains to the children why they need to have sun cream applied in hot weather and their understanding of this is very evident. For instance, one child asks if she needs cream applying before she goes outside. The childminder ensures all children have opportunities to play outdoors each day and use a variety of equipment, either in the garden, at the groups they attend or at the park. This enables them to benefit fully from fresh air and to develop good control of their bodies. For instance, as they play in the garden they confidently climb the steps to a slide and skilfully manoeuvre wheeled toys, without bumping into one another. One child determinedly tests her coordination skills as she uses 'plant pot' type stilts. Children also enjoy playing in the outdoor play house. They

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

use their imagination as they pretend this is a restaurant or ice cream shop. However, resources and props to support their play including materials to make marks, are not readily available in the play house. This means that children cannot fully extend and enrich the scenarios they are trying to act out.

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

Children learn to behave well and develop high levels of self-esteem and confidence because there is a very strong emphasis on celebrating effort and achievement within the setting, and to making this a family orientated environment. For example, when one child writes their name unaided the childminder tells them this is 'amazing' and that they are 'very clever'. The child beams back with pride and their achievement is reinforced further by the childminder, who takes a photograph of the child's work to put in their learning record. When the childminder observes a very young child successfully picking up bricks she excitedly points this out to other children who are keen to come and watch and celebrate their achievement. Children are beginning to learn about their own safety and how to manage risks. For example, they are shown how to use scissors safely and reminded to keep their fingers away from the blades.

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provision

The childminder manages her service efficiently. She regularly attends training in child protection which means she fully understands her responsibilities in this area. She ensures children are safeguarded by ensuring her home is kept safe and secure in all areas. The identity of any visitors is checked and a record is kept showing when they were present. This means there is no unauthorised access to the home, which further protects children. Outings and school drop off and collection times are managed well. For instance, the childminder has an arrangement whereby younger children stay with their teacher until she has collected the older ones. The childminder has excellent relationships with all parents and is meticulously in sharing information with them, to ensure they are fully informed of all aspects of the service and their children's care. They receive a welcome pack which clearly details how the service operates and more in-depth policies, and any

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provision

updates to these, are sent in electronic form. The childminder makes time for discussion each day, which is also supported by individual diaries for younger children. Regular newsletters are sent out regarding forthcoming activities and electronic communication also takes place with those parents who are keen on this method. Parents are unanimous in their praise for the childminder. For example, they state that she is a 'fantastic childminder', that their child is in the 'best hands' and that she has 'played a significant part in their child's development'.

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provision

The childminder works very well in partnership with the school nursery children also attend. She has ongoing discussion regarding children's development and receives a copy of the nursery's termly planning. This means she can provide activities in her setting that complement children's learning at the nursery. This promotes a cohesive approach to supporting children's learning across the two settings. The childminder pays good attention to evaluating her practice, with the views of parents, children and other professionals being actively sought. This demonstrates a very inclusive approach. For example, children have a say in what items they would like to see included on the menu. The childminder asks health visitors to provide feedback on the effectiveness of the statutory progress check she has completed for children at age two. The childminder constantly monitors how children are developing by keeping their progress files up-to-date

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provision

and making sure that there are no gaps in the educational programmes or children's learning. The childminder has addressed all the recommendations for improvement raised at her last inspection. She attends additional training and has regular contact with other childminders, which provides opportunities to discuss good practice. She regularly reviews her policies and her self-evaluation document. From this she devises a clear development plan, to show how she will move her service forward. This means the childminder's capacity for continuous improvement is good, which enhances the outcomes for children's care and learning.

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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 EY306184 Local authority Kingston upon Hull Inspection number 899280 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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

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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