Childminder in Kingston upon HullOfsted inspection, 12 Sept 2013

Inspection date

Previous inspection date 12/09/2013 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 safeguards and promotes children's welfare. She provides a safe, clean and stimulating learning environment that meets children's individual needs and helps them make good progress in their learning and development.  Children are well supported to acquire the skills and capacity to develop and learn effectively. They form attachments and build good relationships, which fully promotes their well-being and independence.  The childminder effectively plans and organises the home environment to ensure that every child receives an enjoyable and challenging learning and development experience.  Self-evaluation is effective as the childminder reflects on her practice and is proactive in seeking information, and uses this to make continual improvements, resulting in her making rapid progress for a newly registered childminder.  Effective partnerships between the childminder, parents and other early years

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This provision is good

provisions children attend ensure children's individual needs are fully met, and learning at home is promoted.

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It is not yet outstanding because

 There is scope to enhance the outdoor learning environment even further to support children's interest in the natural world, by ensuring it is also rich in natural resources so children can maximise their knowledge and understanding of the world.

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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 children playing and looked at the areas of the premises used for childminding purposes.

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Inspection activities

 The inspector looked at children's assessment folders, the childminder's planning and self-evaluation documentation, information from home about children's interests, and a selection of children's records.

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Inspection activities

 The inspector looked at documentation that supports the safety of children, risk assessments, parent questionnaires and a selection of the childminder's policies and procedures.

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Inspection activities

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

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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 and one child in the Avenues area of Hull. The whole ground floor of the house and a bedroom and bathroom on first floor are used for childminding. There is an enclosed garden used for outside play. The family has three pet cats.

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Information about the setting

The childminder attends local toddler groups and visits the local shops and park on a regular basis. At times she works with an assistant. There are currently six children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm Monday to Friday, except for Bank Holidays and family holidays.

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

 enhance the learning opportunities in the garden for children to access a wide range of natural resources and activities, for example, by providing a variety of resources reflecting the natural world, wood and natural materials to make dens.

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who attend

The childminder places a strong emphasis on children learning through play. She provides them with effective support to ensure they make good progress across all the areas of learning and development, taking into account their starting points. Any gaps in learning are quickly identified and their learning objective included in the planning to ensure that children make good progress. Consequently, children are being well prepared for the next stage in their learning. The childminder interacts positively with the children at all times and encourages their personal, social and emotional development effectively. She encourages children to freely access the wide range of well-organised resources that follow their interests to support their learning. Children explore, problem solve and develop an understanding of shape and size in everyday play.

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who attend

Children have good opportunities to participate in a wide range of activities and experiences that promote their communication and language. They are well supported to speak and listen, through stories, songs and lots of discussions. There is a mix of adult-led and child-initiated activities that are open ended, allowing the children to make choices in what they would like to do with a particular resource and to fully express their own ideas. The childminder joins in with their play where she observes and supports the children. She models how to use the resources, sorting and finding shapes for the jigsaw. She provides activities that meet the current learning needs of individual children, interacting effectively. As a result, the quality of teaching is good. For example, a well-organised activity of making shakers covers the children's interest in making sounds and supports listening skills. Literacy is supported through accessing a good range of attractively

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who attend

displayed books. Independence is promoted through following simple tasks, such as hand washing before snack and after playing outside. The childminder takes children to toddler sessions and on various outings in the local area, where they learn about their own community and socialise with other children.

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who attend

The learning environment is well planned indoors. It is rich in the written word, and the enabling environment indoors and outdoors supports children's learning. Indoors there are a good range of natural materials for children to explore, and there are many interesting and unusual resources for them to examine the different textures. However, there is scope in the outdoor area to extend the range of natural resources and activities to further stimulate and challenge children's thinking about the natural world. This means their learning in this area is not as sharply focused as possible.

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who attend

The childminder completes observations of the children in the prime and specific areas of learning, and uses these to plan the next steps in their learning and development. The observations and assessments of children's progress are used well to promote learning in all the areas. The childminder demonstrates a good understanding of the Early Years Foundation Stage and knows the children in her care well. She bases her planning on children's interests and learning styles. The childminder completes a record of what children do and this is shared with parents to ensure they are kept fully informed. She plans for the children's next steps and shares these each week with parents to support children's learning at home. The childminder is aware that it is important that children are well prepared to move on to other provisions. Their learning records are summarised at regular intervals, and this means that children are well prepared for the next stage in their

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who attend

learning. The childminder is aware of the progress check at age two, and information is collated to enable this to be completed as required.

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

The childminder is fully committed to her childminding service and takes effective steps to ensure the children's welfare needs are fully met. Children have developed strong attachments to her and are very happy and settled during their time spent with her. The childminder is a good role model and remains calm and focused at all times. She has realistic expectations in accordance with children's ages and stages of development. Therefore, children respond positively towards her, demonstrating good behaviour. Children are settled and relaxed in the childminder's care. They form friendships, and photographs are available to show families and children who are not present. The childminder prepares children for transition to other providers, building their confidence through attending toddler sessions where they socialise with other children in a group. Healthy snacks and meals are provided by the childminder, such as fruit and water or

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

milk, which is served to children in a social setting. They develop an understanding of eating together at the table. Children are provided with routines that meet their individual times for rest and relaxation as well as robust physical exercise. Children freely access the garden, where a range of activities promote their learning and development in many areas. They visit the park where they can run and climb, developing their physical skills. Therefore, children are developing an understanding of the importance of fresh air and exercise to promote their good health.

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

The childminder organises her home effectively and provides an enabling indoor and outdoor environment. She provides a good range of resources that the children can freely access, promoting free choice and building independence. The childminder is proactive in supporting children's understanding of diversity, and books and resources that support children's understanding of differences and disabilities are freely available.

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

The childminder develops children's understanding of safety through risk assessment of her home and activities, and effective supervision. She works with children in developing their own understanding of this. For example, she follows the fire evacuation procedures and discusses with the children what went well and how they can make improvements for next time. They have discussions about road safety while walking in the local community, and why it is important to stay near to her when visiting the park. The childminder has implemented ongoing risk assessments of her home and resources to ensure accidents are minimised. She is effective in enhancing children's awareness of safety.

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provision

Children make good progress because the childminder observes the children in her care. She makes detailed assessments of their learning and progress in the prime and specific areas of learning. Personalised weekly planning is in place and ongoing monitoring ensures their individual learning styles are met. Parents' and children's views are sought. The childminder asks parents to give feedback through completing the questionnaires about her service and discusses with the children what they enjoy doing; these are linked to the childminder's evaluation of her service. She reflects on her practice and is continually making improvements to her provision. The childminder is proactive in seeking information from other good childcare providers and reading to research different ways to support children's learning. She is aware of her areas for further development and has started the level 3 childcare training to develop her knowledge and understanding, in

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provision

order to make further developments in her practice.

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provision

The childminder has a clear understanding with regard to her role and responsibility in meeting the requirements of the Early Years Foundation Stage. She fully understands her responsibility to safeguard children in her care and she has attended training to ensure she is informed about safeguarding issues. She has clear procedures to follow should she have any concerns. Written policies and procedures relating to safeguarding, along with the required contact numbers, are readily available, and she ensures parents are aware of these at the onset of a placement. A range of policies and procedures underpin the welfare and safety of the children attending. Written risk assessments are completed and the childminder uses these to minimise the risks to children.

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provision

Partnerships with parents are good and they have access to a wide range of information about their children's learning and development. The childminder has daily discussions to keep them informed of their children's progress, which supports them to continue their children's learning at home through similar activities. The observations and photographs keep parents well informed, together with her overview about where children are in their learning. Links with other providers of the Early Years Foundation Stage are in place. The childminder confidently discusses the necessity of sharing relevant information with regard to children's learning and development to ensure and promote their progression.

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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 EY458232 Local authority Kingston upon Hull Inspection number 909186 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 11

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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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