Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 19/08/2013 04/06/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children have skilful support to develop literacy and communication skills because the childminder instigates and fully supports good conversations with them, engaging them to talk through what they have done and what they are doing, reinforcing specific words to clarify their language.  The childminder is a very good role model; she uses consistently applied strategies and provides clear guidance for children about what is acceptable behaviour. Consequently, children learn to understand the consequences of their actions.  The childminder safeguards children well in the setting because she has a thorough knowledge and understanding of her role and responsibilities to keep children safe from harm.

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It is not yet outstanding because

 There are opportunities for the childminder to become even more involved with the planning to shape further learning experiences in order to fully support and facilitate all children's high levels of learning and heighten her own learning.  There is scope to strengthen children's experiences of technology in order to enhance even more learning experiences for them to use it for a purpose.

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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 room 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.

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Inspection activities

 The inspector took into account the views of parents spoken to on the day and through the feedback sheets.

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Information about the setting

The childminder registered in 2002. She works at the home of another registered childminder. Her co-childminder lives with her husband and two children aged 14 and 11 years in Driffield. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminders 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 an appropriate childcare qualification at level 3. The childminder works closely with another registered childminder who has a degree in early years. They work with 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:

 refine the planning systems by adding more detail about how the childminders collaborative working will be used to further support children's continuing progress and next steps in learning

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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.

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who attend

Children's progress in their learning is good because the childminder has a clear understanding of how to engage and promote their interests. Children self-select their toys from the wide range of play resources, which displays effectively what is on offer and supports their current interests. For example, children's current interest in tractors is stimulated and built upon as the childminder demonstrates and models how to use and connect the toys. This engages their interest further and deeply motivates their play. Puppets are exhibited to support and foster children's imaginary play and language. These resources offer good levels of challenge, appropriate to their age and stage of development. Children are effectively developing their skills to be active learners; they are engaged, very motivated and show high levels of curiosity and imagination. They concentrate well and are able to think about what they do and why. This results in

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who attend

children developing the necessary skills as they prepare to move on in their learning.

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who attend

The childminder completes detailed observations on children which are clear and describe their development and interests. These are supported successfully with photographs and evidence of their work. The childminder identifies and records children's individual next steps in their learning and development effectively. She assesses children capably through the areas of learning and monitors their progress using comprehensive tracker books successfully. However, there is scope to include more detailed information to the planning about childrens next steps in learning so that co-minders and assistants can provide greater support to children in their continuing progress.

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who attend

The childminder inspires children's language and communication skills extremely well. For example, children's current interest in babies is supported effectively through role-play using dolls. The childminder supports children by engaging in meaningful conversations relating to what they know and what they can do. She skilfully extends discussions by asking open-ended questions to encourage children to respond with their own explanations and ideas. This broadens their language and vocabulary enabling them to understand different views. They respond and recall a sequence of events they have previously observed. As a result, children communicate well through shared experiences and enjoy the flow of conversation with her. Children are highly motivated and confident to create and discuss their painting representations. They are absorbed in exploring the whole of their paper and use different colours and brushes. They share their thoughts and

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who attend

notions of their artwork well, as they discuss 'shiney' and 'sprinkles'. This means their own ideas of 'the sea and a boat' and 'a wood' pictures are valued and encouraged through a wide range of media and experiences. Consequently, this encourages the development of their fundamental skills and prepares them for their next steps in their learning.

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who attend

Children practise and repeat skills in the sports day events, such as balancing eggs on spoons and throw bean bags into baskets. Dancing to music also promotes great excitement. Children become engrossed in repeating moves, motivated to copy other children's actions. This enables children to develop and practise skills observed, and use their imagination to actively respond to sounds through body movements. Therefore, this supports the manipulation and handling of objects successfully, and children develop the confidence in the control and coordination of their body. Children confidently explore the sand outside using all their senses well. They actively fill tubs and cups for their 'ice creams'. They eagerly discuss big and small within their play and make patterns in the sand promoting their understanding of mathematical concepts. These activities support children well in the preparation for the next stage in their learning and the move to school

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who attend

when the time comes. However, opportunities for children to explore a wide range of information communication technology are not readily available to help children to find out, select and use technology for a purpose.

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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, this is helped through regular pre-visits and meetings where parents share what they know about their children. 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. The setting 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 shared phonic strategies, topics and events and newsletters are efficiently shared with parents. Parents are encouraged to read their children's learning folders regularly and add their views to their child's progress reports. The childminder holds valued parent meetings annually to discuss and share their

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who attend

child's individual needs and progress in their learning and development. This enables parents to be actively 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 secure bonds. Children self-select their play from a well-organised environment in and out of doors, to support their current interests and learning needs. Children are happy and gain good levels of confidence and self-esteem, which shows they feel safe and secure. Children look and go to the childminder for comfort, and play with her and other children well. Children play cooperatively with their friends which exhibits how early friendships are forming. For example, children organise and negotiate their role play in the playhouse and sand. They become engrossed in their joint play of an ice cream shop, and develop 'sand ice creams', of different flavours to sell. Children show their confidence and share experiences as they talk to each other, the childminder and visitors,

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

enthusiastically. They actively discuss favourite resources they prefer and communicate things of interest, from their home lives and from events at the setting. They discuss one another's ideas and self-assuredly collect up resources to support their play. They handle tools and move freely around the setting. For example, younger children play with skittles and sit on ride on toys. Consequently, positive relationships and friendships are well- established at the setting and children demonstrate cooperative skills and confidence in their own abilities.

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

The childminder is a very good role model because she uses clear guidance for children and discusses acceptable behaviour expected of them. Children behave well and turn- taking is actively encouraged. This means they learn to develop a responsible attitude and understand the consequences of their actions. Children's physical development is promoted extremely 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 participate in sports day. They are enthusiastic and are keen to demonstrate their ability to run to others in the required direction. Younger children reveal their talent of pushing dolls buggies whilst running. This displays younger children's exuberance. The childminder demonstrates a high priority for younger children to think about their own safety, such as, reminding them and taking their hand to step across doorways to the garden. This means

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

children gain an understanding of managing their own safety, as consequences are discussed, such as falling over.

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

Children are encouraged to wash their hands before food, and after outdoor play to ensure good hygiene practices are followed. The childminder encourages older children to become independent and learn skills for the future, such as putting on their own shoes and using the bathroom without support. Children are highly independent for their age as they collect up beakers and help arrange their own small furniture for meals. Snack and lunch times are sociable occasions and promote a healthy diet; children clearly enjoy a wide range of fruit and vegetables. The allotment enables children to grow their own vegetables and gain an understanding of growth and healthy eating.

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

The setting has established excellent links with the local schools, pre-schools and the children's centre. They complete detailed transition forms and shares information on children's interests and abilities to other settings. The setting obtains summaries for children's progress reports from other settings and parents. Information received is used effectively for 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, this promotes links with the community. Consequently, children are highly confident and supported to make smooth transitions to other settings and be well prepared for school when the time arrives.

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provision

The childminder's knowledge of the safeguarding and welfare requirements is strong. She is confident in her ability to recognise the possible indicators of abuse and knows to whom she should refer any concerns. Insurance and detailed policies are in place, and thorough risk assessments are completed for the setting and outings. The setting is secure through keeping gates and doors locked. This along with close supervision ensures that potential hazards to children are identified and minimised.

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provision

The childminder works very closely with her co-minder and they work extremely well as a team. The childminder has completed a separate self-evaluation of her practice and has identified clear strengths and weaknesses. She aims to improve her own professional development by completing a childcare qualification at level 4 and wants to improve her knowledge of planning for children's learning even further. She has set clear targets, for example, to become more involved with the planning system by adding detail, such as working with co-minders on who does what. To establish how children's individual next steps in their learning and development will be even further supported. She also intends to gain information communication technology training in order to enhance her continuous improvement. The childminder has a good understanding of the learning and development requirements, and the seven areas of learning which places an extremely sharp focus on helping children

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provision

to acquire good communication and language skills. Starting points are completed using parental contributions and initial observations. Children's progress is assessed thoroughly through well 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 good improvements in their learning and development from their starting points. The planning and assessments are monitored by the co-minder to give a clear indication of children's progress across the areas of learning from their starting points. The robust tracker is used efficiently to evaluate and understand individual children's level of achievements, their interests and learning styles to enable the setting to shape children's future learning experiences. Consequently, children make good progress in their learning and development as activities are purposeful and developmentally challenging.

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provision

The childminder has developed a strong relationship with parents and they speak and write highly of the setting 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 knows how to obtain advice and support when needed to ensure the service she delivers is of high quality. The setting works in partnership with settings that children also attend to further enhance children's continuity of their learning and assessment. It also works with other professionals in order to meet children's individual needs and ensures help and interventions are quickly secured so children and their families gain the support they need. For example, speech and language therapists visit children in the setting. Therefore, children's learning and development needs are complemented and enhanced in order for

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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 EY101688 Local authority East Riding of Yorkshire Inspection number 848123 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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