Childminder in North Yorkshire

Inspection date

Previous inspection date 16/07/2013 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 good understanding of how to promote children's health and safety. She has assessed all potential risks to children's safety within her home and on outings and has minimised these so children are able to access all areas safely.  The childminder has a good understanding of how children learn and develop. She plans and provides challenging and enjoyable experiences that meet children's individual needs and interests. This helps them to make good progress in their learning and development, while having fun.  The childminder carefully helps children to settle into her setting. Children benefit from this as they develop warm, caring relationships with the childminder, helping them to feel settled, included and secure.  The childminder has a consistent and caring approach to behaviour management. She offers children lots of praise and support and values their achievements. Consequently,

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It is not yet outstanding because

 There is scope to further enhance opportunities for all parents to support and share information about their children's learning and development at home.  There is scope to further develop children's very good levels of independence to support them in making independent choices of toys and resources.

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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 and snack time in the downstairs rooms of the childminder's home.

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Inspection activities

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

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Inspection activities

 The inspector reviewed relevant documentation, including the childminder's self- evaluation document, children's learning journals and a sample of policies and procedures.

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Inspection activities

 The inspector also took account of the views of parents in the recently completed written questionnaires.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in the Catterick Garrison area of North Yorkshire. The whole of her home, except for the master bedroom is used for childminding. There is a rear garden available for outdoor play.

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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. She collects children from the local schools and pre-schools.

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Information about the setting

The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except family holidays. The childminder also offers occasional weekend and overnight care. There are currently seven children on roll, all of whom are in the early years age group and attend for a variety of sessions. She has a childcare qualification at level 3.

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

 enhance the opportunities for all parents to share information about their child's learning at home and use this information to further develop activity planning

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

 display pictures as well as words on storage boxes, containing toys and resources, to further support children in making independent choices.

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who attend

The childminder has a very good understanding of child development, the areas of learning and the characteristics of effective learning. She uses this knowledge extremely effectively to plan and support children's progress through motivational teaching. She is enthusiastic and full of fun, which strongly influences children's positive attitude to play and learning. As a result, children are confident to access resources independently and sustain their concentration while being engaged in activities. For example, very young children concentrate well and persevere as they successfully play with the different musical instruments, such as making 'big bangs' on the drums. Careful assessment and planning ensures that activities provide suitable challenge for children. This significantly contributes to the good progress they are making in relation to their starting points, ensuring they are well prepared for the next stage of learning or for school.

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who attend

Children have access to a wide range of resources. They are consistently well supported in using counting and numbers during everyday play situations. For example, the childminder successfully encourages younger children to count the plastic bottles they have filled with coloured water. This effectively promotes their mathematical skills. Children frequently enjoy exploring different textures, such as, gloop, rice, water beads and foam, both at home and at community groups. The childminder sensitively recognises some younger children are more reluctant to join in these activities in larger groups so follows through with these activities at home to help build their confidence.

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who attend

The childminder incorporates a good balance of adult-initiated and child-led experiences into the daily routine and supports children very well in their all-round development. Their communication skills are fostered well through a wide range of activities, including songs and rhymes, resulting in competent speakers and listeners. They particularly enjoy music sessions at the local children's centre, joining in using the props and puppets. Children are motivated to learn because the childminder provides plenty of support, encouragement and guidance. The childminder is actively involved in children's play, encouraging their speech and language development at every opportunity. She uses repetition of language and responds to children's verbal and non-verbal communication, therefore encouraging the development of their communication and language skills well. The childminder stimulates young children's interest in books by providing them with books that make

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who attend

sounds when the buttons are pressed. Alongside this they are regular visitors at the local library, with the childminder encouraging them to choose a book to share at her home. Good use is made of local community facilities to help children learn about the world they live in. For example, the childminder carefully selects appropriate community groups to help develop children's social skills. The childminder supports and encourages children's good physical development, providing many opportunities for energetic play outdoors in the garden and at local parks as well as giving them space indoors to practise their newly found walking skills.

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who attend

Parents comment that they are happy with the progress their children make in their learning and development. The childminder discusses children's progress, activities and achievements with them on a daily basis, often building on their learning from home. For example, the childminder asks parents to contribute to the children's daily diaries giving details about some events at home. However, as yet, other ways to involve parents have not been fully explored so as to enhance planning and fully consolidate children's learning.

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

Children have very good relationships with the childminder. They form secure attachments and are happy and content in her care. They benefit from consistent routines that help them settle quickly and feel secure. For example, the childminder works closely with parents to ensure that she follows babies' routines, such as playing soothing music when they have a rest as this is what happens at home. The childminder is warm and attentive to children's needs, which fosters their emotional and physical well-being. Consequently, they part from their parents easily. The childminder's home is suitably organised and welcoming. The living room is set up so children can mostly independently access a wide range of toys and activities. However, not all the contents of boxes are visible or labelled to assist children in making even more informed independent choices. Colourful posters are displayed reflecting people from

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

around the world, as well as children's artwork and lots of information for parents. Consequently, children show a strong sense of belonging at the setting.

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

Children are encouraged to play amicably together and show care and concern for one another. The childminder thoughtfully supports them as they form friendships with their peers. She encourages them to play cooperatively, learn to take turns, share and compromise. She offers children meaningful praise for being kind to each other. This helps them behave well and develop skills to help as they move on to other settings. The childminder takes younger children to collect older ones from pre-school. She also accesses regular sessions at community groups to help children mix with larger groups and develop their social skills. Consequently, children are developing the necessary skills ready for the move on in to their next stage of learning.

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

Children's health is well promoted. They begin to learn to manage their own personal hygiene. Very young children are learning how to wash their own hands and willingly let the childminder wipe their noses as she gently explains that they need to be clean or else they will become sore. The childminder provides healthy meals and snacks for children, talking to them about healthy choices, such as why fruit and vegetables are good for them. Parents comment positively on the different healthy foods children eat with lots of hidden vegetables. The childminder sits with them as they eat, encouraging their independence skills as they enjoy their fruit and rice cakes. Children have daily opportunities to experience fresh air and exercise. For example, they have fun as they go for walks, feed the ducks and clamber on the large equipment in the play park. Children are learning to keep themselves safe. For example, they regularly practise the emergency

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

evacuation procedure raising their awareness of what to do in an emergency. They learn about road safety, stopping to look and listen for traffic before crossing the road. Babies cooperate as they are securely fastened into their buggies and younger children know to hold onto the buggy. Care routines, such as nappy changing, follow good hygiene procedures. 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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provision

The childminder has a good knowledge and understanding of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She is an experienced, qualified childcare practitioner who clearly enjoys spending time with the children. The childminder has a good understanding of her responsibility in meeting the learning and development requirements. She monitors the educational programmes to ensure all areas of learning are covered in depth and that they provide suitable challenge for children. She reflects on activities and uses this information, along with her secure knowledge of children's interests to help with future planning. Clear tracking documentation is in place which enables the childminder to monitor the progress children make over time. This ensures she has an accurate understanding of all children's skills and abilities. The childminder is aware of the requirement to provide a written

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provision

summary of children's development in the prime areas when they are aged between two and three years and she is compiling clear records to support this ready for when the time comes.

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provision

Children are safeguarded well as the childminder is confident in her ability to recognise the early signs and symptoms of abuse. She has a clear safeguarding policy, which guides and informs her practice, as well as keeping parents informed of her legal roles and responsibilities. This reassures parents that their children are safe and well cared for. In addition, the childminder has recently refreshed her knowledge and understanding of safeguarding matters. 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. Comprehensive policies and procedures and a clear evacuation procedure, are in place to ensure children's welfare is effectively safeguarded and promoted. The childminder has a current first-aid certificate, further protecting children in

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provision

the event of a minor accident or injury.

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provision

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. 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 resources reflecting diversity and some 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 the recently completed questionnaires. Alongside this, she also shares good practice with other childminders. Parents' comments about the provision and care their children receive are positive. For example, they write that they 'couldn't be happier with the service you provide' and that 'the boys are happy to come to you and have fun'. Parents also

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provision

comment on how they feel their child's 'speech has come on a huge amount'.

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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 she operates. Information is effectively shared on an ongoing basis through discussion, daily diaries and text messages. Parents' comments are highly positive. The childminder has regular contact with the pre-school children attend. She reads the newsletters, speaks with the children's key person and follows on from activities children particularly enjoy. She is confident in being able to offer suggestions to the pre-school too. For example, children were becoming upset when parents left them, so the childminder explained that she lets children wave at the window. The pre-school now successfully follow this routine and children part from their parents easily. This close partnership with pre-school helps support continuity and progression in children's learning and

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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 EY456978 Local authority North Yorkshire Inspection number 902462 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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

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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