Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 10/07/2013 30/05/2012

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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 plans for and teaches children through a varied and interesting range of activities that take place at her home and at different venues within the community to build on children's interests to effectively promote their learning and development and social skills.  Children show good levels of independence, they are willing to 'have a go' and experience their choice of play and show curiosity when exploring the learning environment indoors and outside. Consequently, they make good progress in their development.  Children settle well in the childminder's care because they are made to feel very welcome and part of her family. There is a warm, welcoming and stimulating learning environment in which children are secure, happy and confident.

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It is not yet outstanding because

 The childminder provides fewer opportunities for children to investigate and experiment with a wider range of media and materials, in order to fully express their ideas and enhance their creative experiences within art and design.  There is scope to further extend self-evaluation to identify a wider range of long term priorities for improvement and also include the views of parents and children.

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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 in the enclosed garden and summer room. The inspector also completed a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's files and the planning and assessments. She also looked at a selection of policies and procedures.

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Inspection activities

 The inspector observed the care arrangements of children. She also spoke to the childminder throughout the course of the inspection.

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Inspection activities

 The inspector saw evidence of first aid training, public liability insurance and risk assessments of the indoor and outside environments and outings.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in the East of the city of Hull. The childminder uses the whole of the ground floor and the rear garden for childminding. The family has a fish pond. The childminder attends local playgroups and networks with other local childminders. She visits the local shops and park on a regular basis. The childminder collects children from the local schools.

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Information about the setting

There are currently six children on roll, one is in the early years age group, who attends for a variety of sessions and five are school-age children, who attend before and after school. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for family holidays. She receives support from the local authority.

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

 enhance the educational programme for expressive arts and design further by providing opportunities for children to explore a wider range of media and materials

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

 extend self-evaluation, in order to effectively identify long term targets for future improvement and to also include the views of parents and children in this process.

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who attend

The childminder demonstrates a good understanding of the seven areas of learning and knows the children in her care well. She encourages children to freely access a range of well-organised resources indoors and outside. The childminder has good teaching techniques and follows children's current interests to support their learning and development. For example, children's interest of filling and emptying containers is promoted through sitting alongside them. The childminder joins in with their play, where she guides and motivates them effectively. She skilfully supports them to use a spade to scoop up stones and shows them how to pour them into a bucket. This means that children are assisted to develop and practise skills, such as handling tools successfully, to assist the development of their fundamental skills across the prime areas of learning. The childminder completes regular observations to understand what children know and what

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who attend

they can do. This enables her to plan and shape age and stage appropriate experiences for children, taking into account their interests and next steps in their learning. The childminder is knowledgeable of the progress check at age two and has all the necessary paperwork in place to complete this at the appropriate time. She highlights children's achievements across the seven areas of learning to regularly monitor their progress. Consequently, children generally make good individual progress in their learning and development in readiness for school when the time comes.

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who attend

The childminder successfully inspires children's language and communication skills. For example, as children play on the see-saw, she encourages them to join in with familiar songs and refrains. She also actively promotes words and their understanding, such as 'up' and 'down', with the see-saw's movements. Children eagerly request bubble blowing and watch the wind blowing the bubbles about the garden. The childminder stimulates children's awareness further, introducing more words, such as 'big' and 'small' and 'circle' and 'star'. As a result, children communicate well and enjoy the flow of conversation with the childminder. She repeats new words clearly for children to practise and praises their efforts as they try to pronounce them. This demonstrates the childminder's ability to use children's experiences and interests to support their language development. Children are motivated to learn because the childminder supports them successfully through a varied

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who attend

range of activities. For example, as they use and play with jigsaw puzzles, the childminder uses language, such as 'turn and turn' and 'push the fish in'. This positively supports children's mathematical awareness and provides opportunities to discuss patterns and pictures of interests and fit shapes into appropriate spaces.

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who attend

Children are encouraged to catch a large ball and roll a smaller ball on a bat. They actively demonstrate their physical skills on scooters and see-saws. They also persist in placing long bubble wands into elongated tubes, focusing on the task in hand. This means good levels of challenge appropriate to children's age and stage of development is supported. This allows children to develop their confidence in the control and coordination of their body and of their small and large movements. Consequently, this supports children's understanding and manipulation of objects, developing their hand to eye coordination. Children are actively encouraged to explore flowers by gently holding and smelling, and watch birds and bubbles in the sky. This enables children to gain an understanding of the world around them through investigations and using all their senses. However, there are fewer opportunities offered for children to investigate and experiment with a wider range

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who attend

of media and materials. This does not fully enhance their play and explorations in art and design, in order to promote their creative ideas and representations.

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who attend

Children's starting points are sought through the 'All about me' sheet, completed by parents prior to their children starting in her care. She speaks to parents daily, to gain a clear picture of what children can do, share their interest and any emerging concerns they may have. Parents are encouraged to read their children's learning files regularly and add their views. The childminder encourages parents to be involved in topics. For example, she shares information on the groups she attends and activities and the monthly book to support the topics. Using shared knowledge of children's current interests and understanding, the childminder plans ideas and activities to progress children forward in their learning and development. This enables parents to be involved with their children's development and learning.

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

The childminder places a strong emphasis on developing a supporting relationship with parents and children. She encourages them to have pre-visits with their children, to establish forming appropriate bonds. Children self-select their play from a well-organised environment to support their current interests and learning needs. They handle tools and move freely around the childminder's home and garden. Children are happy and confident, which shows they feel safe and secure. For example, children gladly show their affection for the childminder and soothe themselves to sleep on the sofa. This demonstrates that children feel comfortable with the childminder and positive relationships are established. The childminder encourages children to develop good manners and gain independence. For example, she encourages them to tidy away the toys when they have finished playing with them and promotes good manners, such as 'please' and 'thank you'. This means that

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

they learn to develop a responsible attitude and gain good levels of confidence and self- esteem.

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

Children's physical development is promoted well. The garden offers the opportunity for children to move in a range of ways and safely navigate spaces. For example, children are encouraged to follow the childminder through paths around plants. They are reminded about steps up and down and of wobbly paving slabs. This means that children gain an understanding of managing their own safety, as consequences are discussed, such as falling over. Children are encouraged to look at and smell different flowers, to develop their senses further. The childminder has good ideas to develop the garden to include a vegetable patch, which will increase children's understanding of the food chain and the benefits of eating healthy produce, which they can grow and harvest themselves.

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

The childminder has developed important links with the local schools and shares information verbally regarding children's care on a daily basis. Good links with other local childminders and playgroups are established and she and children attend these regularly. This means that children benefit from building relationships with other children and adults to enhance their social skills. The childminder plans interesting learning experiences within these groups and gains advantage of also using a wider variety of resources and equipment. This also helps develop children's confidence by attending other settings, which prepares them for future moves to other settings or school.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements. She ensures parents are fully aware of her role and responsibility in protecting all the children in her care. She is confident in her ability to recognise the possible indicators of abuse and knows to whom she should refer any concerns. The childminder ensures all areas of her home and outdoors are kept safe. For example, the fish pond has a wooden slatted covering to prevent children falling in. Detailed policies and risk assessments are completed for her home, outings and the groups she attends. These procedures, along with close supervision, minimises any potential risks to children. The childminder knows how to obtain advice and support when needed from the local authority to ensure the service she delivers is of high quality. Consequently, she creates an environment that is welcoming, safe and stimulating where children grow in confidence and learn and develop

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provision

The childminder has a good understanding of the seven areas of learning and places an extremely sharp focus on helping children to acquire good communication and language skills. Starting points and baseline initial assessments are completed using parental contributions and initial observations. The planning and assessments are monitored to give the childminder a clear indication of children's progress across the areas of learning from their starting points. The childminder has focussed on networking with other childminders and groups within the local area. This has increased the benefits for children by socialising with others and improved partnership working for the childminder. For example, through sharing observation, planning ideas and guidance information for the current framework, she increases her knowledge and skills for the benefit of the children in her care.

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provision

The childminder has developed a good relationship with parents and is committed to improving her service. For example, she has recently reflected on her planning to include topics and links to a book each month and shares this information with the parents. She also includes location planning for the different groups, which she attends with the children in her care. This means that partnerships with parents ensure they are kept informed about their children's care and learning. The childminder understands the importance of working with other professionals to provide support for children when the need arises. However, her evaluation of her service is not yet strongly established and as a result, a wide range of targets for future improvement are not yet identified, to ensure maximum impact on children's learning, development and well-being. She listens to parents' and children's comments through daily discussions but has yet to include their

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provision

views about her service to ensure their needs are fully reflected and met.

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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 EY434532 Local authority East Riding of Yorkshire Inspection number 853544 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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