Kerry, Andrea

Inspection date

Previous inspection date 08/08/2013 04/06/2009

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The children show superb cooperative skills when playing together. They maintain excellent focus in their choice of play and learning, and show high levels of energy and fascination when exploring the learning environment indoors and outside.  There are extremely strong partnerships with parents and other professionals who are involved in the care and learning of the children which ensures that children receive first class support and continuity in their learning and development.  The childminder is meticulously organised and completes detailed observations, which are reflected in her planning and meet the unique needs of every child, ensuring that every child makes rapid improvement in their learning from their starting points.  The childminder takes effective action to extend and develop children's ideas, thinking and language, through child-initiated and innovative structured activities because she

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This provision is outstanding

promotes their play and suggest ways to solve problems they encounter.  The childminder is well-qualified and has a superior level of understanding of how young children learn. She makes the most of opportunities to extend children's thinking before they start structured activities that helps them make decisions.

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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 main playroom and in the enclosed garden. The inspector also completed a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's learning and development books. She also looked at the planning, tracking assessments and progress reports.

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Inspection activities

 The inspector observed the snack and the lunch time arrangements, and also spoke to the childminder throughout the course of the inspection.  The inspector took into account the views of parents through the feedback sheets.

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Information about the setting

The childminder registered in 1999. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their two children (aged 14 and 11) in Driffield. The childminder uses the whole of the ground floor and the rear garden for childminding. The family has pet cats.

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Information about the setting

The childminder attends a childminding group and the local children's centre. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. The childminder has a degree in early years. She works closely with another registered level 3 childminder and has assistants who also work with the children to maintain staffing ratios. Both childminders have overall responsibility for the childminding practice. Children are transported regularly in a car for outings and the school run.

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Information about the setting

There are currently 30 children on roll, 12 are in the early years age group and 18 are school-age children who attend before and after school, and who all attend for a variety of sessions. The childminder operates all year round from 8am to 5.30pm Monday to Thursday except for family holidays. She is a member of the childminding network as well as local childminding support groups. The childminder is registered with the local authority to provide funded nursery education places for those children of eligible age. She is a member of the Professional Association for Childcare and Early Years and receives support from the local authority.

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

 continue to increase opportunities for children to explore a wider range of information communication technology. For example, through gaining IT training.

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who attend

The childminder's teaching is rooted in a superior level of knowledge and understanding of how children learn and develop. She enhances all aspects of the environment to develop purposeful and developmentally appropriate imaginative activities to support children's interests. The childminder is highly skilled in engaging children further in their explorations through play, enthusiastic discussions and structured activities from their interest. For example, the children are provided with the opportunity to make a zoo collage. Prior to starting activities the childminder encourages children to think about what they want in their collage through looking at books and resources available. She effectively extends their ideas and language, and she suggests ways to solve problems they encounter and encourages children to make their own decisions. This means children maintain enthusiastic focus and are motivated to discuss their thoughts and reasoning in order to

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who attend

The childminder provides a first class range of resources and experiences to support children's interests and gain their attention. Children self-select their choice of play from the well-organised environment in and out of doors developing their interest further through active opportunities. For example, children use magnifying glasses spontaneously to observe caterpillars developing in their pots. This enables children to investigate and develop an understanding around changes over a period of time. They notice similarities and differences, and examine patterns and colours of these living things. The childminder enriches these explorations with displays of the caterpillar's lifecycle and activities and stories to effectively support their learning further. The childminder observes and assesses children thoroughly, monitoring their progress across all seven areas of learning efficiently using a very comprehensive system. This ensures that each child reaches their full

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who attend

potential in their learning and development.

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who attend

Children are highly motivated and extremely confident and self-assured in their imaginary play. They continually demonstrate and rehearse skills to consolidate what they can do. For example, they share the play iron in the playhouse, to recreate this experience well. Through 'shop play' children perform and apply actions observed, such as using a microphone to call out messages. Children use play money and note pads to show their understanding of writing and mathematical awareness in daily experiences. They use number language and make marks on paper spontaneously in their play and explore various means to imitate and create their representations. This means children's imagination and awareness of counting and writing for specific purposes are actively encouraged through a variety of resources and mediums.

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who attend

The childminder highly motivates children's communication and language development through consistent conversations throughout children's play and activities. This promotes enthusiastic dialogue; children answer questions energetically and give meaning and understanding to their thoughts. For example, during snack and lunch children discuss previous events confidently. They talk about visiting the allotment and washing dolls clothes the day before. Children describe these experiences thoroughly and give comments about particular items of interests, listening to what others say. Consequently, children express themselves effectively and are able to explain about events and experiences that have happened and things they like to do. Photographs exhibit that children actively participate in growing and harvesting produce, through planting using tools, watering and gathering crops through using appropriate resources, such as a

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who attend

wheelbarrow. This helps children to gain a positive awareness of themselves and others and encourages their physical development. Children show good control and coordination in their large and small movements and display confidence in their own capabilities.

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who attend

Partnerships with parents are highly effective as the childminder is committed to working together with them to ensure continuity of care and learning is achieved for all children. Children settle well with the childminder and this is helped through regular pre-visits and meetings where parents share what they know about their children. The childminder completes six monthly progress reports and using shared knowledge with the parents has planned targets to move children forward in their development. Reading books and distributed phonic strategies, topics and events and newsletters are efficiently shared with parents. Parents are encouraged to add to their child's progress reports and look at their child's folders regularly. The childminder holds valued parent meetings annually to discuss and share their child's individual needs and progress in their learning and development. This means parents are kept extremely well informed of their child's progress.

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

The childminder has an excellent relationship with the children in her care and talks passionately about them. She gets to know the children well and they enter her home happily, engaging in their play immediately. Children demonstrate their confidence as they move freely around the rooms and outdoors. For example, children organise and work together in the play kitchen outside. They make pretend food for the childminder and discuss what they are making and act out scenarios they have observed in their experiences. For example, they make-believe they are all in a cafe and discuss their likes and dislikes confidently. They talk through one another's ideas and confidently collect up resources to support their play. Children talk assuredly with others and visitors throughout their play and during their learning enthusiastically. They actively discuss favourite resources they prefer and communicate things of interest, from their home lives and from

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

events at the childminders home. This demonstrates that children have superb cooperative skills and confidence in their own abilities and show well established relationships and friendships.

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

The childminder places the utmost priority for children to think about their own safety, reminding them to be careful of each other as they bounce on the bouncy castle and hold onto the rail as they come down the playhouse steps. She reminds them throughout the collage activity of how to hold and pass scissors to others. This enables children to gain an excellent understanding of managing their own safety and the consequences and risks involved, such as falling and hurting themselves and others. Snack and lunch times are sociable occasions and promote a healthy diet and children clearly enjoy a wide range of fruit and vegetables. The allotment enables children to grow their own vegetables and they gain an understanding of growth and healthy eating. Children investigate and are curious to taste the produce, such as, peas straight from the pod and a rhubarb crumble made the day before. Children behave very well and demonstrate their good manners

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

because the childminder gives clear consistent boundaries and guidance. Children share without prompting and turn-taking is actively encouraged. The garden provides a superb opportunity for children to run around freely and negotiate space, as they climb and bounce on the bouncy castle and move about the playhouse. This means children are supported well to practise movements and motivated to actively engage in outdoor play and learning.

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

The childminder has established admirable links with the local schools, pre-schools and the children's centre. She completes detailed transition forms and shares information on children's interests and abilities to other settings. The childminder obtains summaries for children's progress reports from other settings and parents and information received she uses effectively within her planning and children's assessments. These exchanges complement and significantly enhance children's achievements and learning to aid their continued progress. Children regularly visit local toddler groups and the children's centre with the childminder where they socialise with other children and this promotes links with the community. Consequently, children are highly confident and supported to make smooth transitions to other settings and are well prepared for school when the time arrives.

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provision

The childminder's knowledge of the safeguarding and welfare requirements is outstanding. She comprehensively discusses her procedure, detailing the course of action she would take in the event of a concern for children in her care. Detailed written risk assessments are completed for her home and outings, and she uses these to minimise any risks to children. Thorough policies are in place and effectively implemented to ensure children's welfare and safety. The childminder has completed a robust self-evaluation of her provision and continually reflects on her practice. She has identified clear targets and efficiently documents all improvements as she strives to develop even greater achievements for her provision and the children in her care. The childminder has achieved a degree in Early Years to improve her professional development. She works closely with her co-minder to foster a culture of mutual support and continuous development, to

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provision

enhance their practices further and ensure all benefit from her updated knowledge.

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provision

The childminder has excellent knowledge of the Statuary framework for the Early Years Foundation Stage and uses this effectively and consistently to provide first class support for children in their learning and development. Children's progress is assessed thoroughly through meticulously organised observations and progress reports that are linked to the prime and specific areas of learning. This means the unique needs of every child is met and that they make rapid improvements in their learning and development from their starting points. The comprehensive planning includes children's individual targets and activity plans to enhance their interest and learning even further. The robust tracker is used efficiently to evaluate and understand individual children's level of achievements, their interests and learning styles to enable her to shape their future learning experiences. Consequently, children make excellent progress in their learning and development as

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provision

activities are purposeful and developmentally challenging.

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provision

The childminder has developed an extremely strong relationship with parents and they write very highly of her provision through questionnaire feedback sheets. They consistently share information on their children's individual needs and achievements, which enables them to make a strong contribution to their children's learning and development. The childminder has developed excellent links with the local schools and pre-schools and is a member of the local childminding group and children's centre. She works in partnership with settings that children also attend to further enhance children's continuity of their learning and assessment. For example, she gains views of children's development at the gymnastic club to further establish their developing abilities and social skills. The childminder has established tremendous contacts with other professionals in order to meet children's individual needs and ensures help and interventions are quickly

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provision

secured so children and their families gain the support they need. For example, speech and language therapists visit children in the childminder's home. Therefore, children's learning and development needs are complemented and enhanced in order for them to thrive.

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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 314481 Local authority East Riding of Yorkshire Inspection number 904872 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 14 Number of children on roll 30

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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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