Childminder, Out-of school day care in North Yorkshire

Inspection date

Previous inspection date 03/10/2013 13/11/2008

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder provides children with a very wide range of exciting and interesting activities and learning experiences. As a result, children make good progress in their development.  Children's well-being is effectively promoted. They learn to keep themselves healthy and safe and their behaviour is well-managed. Consequently, children develop the skills their need for the future.  Safeguarding arrangements are good. The childminder attends regular training courses and ensures children are protected from harm. Documentation to support the efficient management of the setting is in place, well used and shared with the parents.  Partnerships with parents are a priority of the setting. They are kept well informed about their children's care and learning and as a result, continuity for children is very effective.

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It is not yet outstanding because

 The childminder is not making maximum use of the well-resourced garden to fully support children's outdoor learning experiences.  There is scope to extend further the effectiveness of self-reflection and evaluation of the service in order to fully embed continuous improvement.

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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 the childminder and the children engaged in activities in the dining room and garden.

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Inspection activities

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

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Inspection activities

 The inspector looked at a selection of the childminder's documentation including safeguarding procedures and children records of learning.

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Inspection activities

 The inspector acknowledged the views of the parents through those spoken to during the inspection and their written comments.

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Information about the setting

The childminder was registered in 2001 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 17 and 15 years in the village of Scorton, near to Richmond. The whole of the ground floor, plus the small and master bedroom on the first floor and the rear garden are used for childminding. The childminder works with a co-childminder and a registered assistant.

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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

There are currently 46 children on roll, 21 of whom are in the early years age group and attend for a variety of sessions. She operates from 7.30am until 7.30pm, Monday to Thursday, all year round, with the exception of bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance the stimulating outdoor environment and resources available, to give children more opportunities to further develop their communication, language and literacy skills

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

 enhance further the evaluation and monitoring of the provision so that the impact of targeted improvements is assessed to help children accomplish the very highest level of achievements.

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who attend

The childminder's understanding of the learning and development requirements is very good. She provides a welcoming, fun and stimulating home that is attractive to children and motivates them to become active learners. Children are confident in the setting and, therefore, feel a sense of belonging. They understand the routines of the day and they have close and comfortable relationships with the childminder and her co-childminder. In addition, through effective organisation of resources around the play areas, children make safe and independent choices in their play. As a result, children approach their learning with enthusiasm and motivation because they are able to initiate their own ideas. The childminder's arrangements for observation, planning and assessment are good. She regularly observes the children and uses these to accurately assess and track their progress and development. Consequently, she has a very good understanding of their

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who attend

abilities and learning needs and she provides a good range of activities to support and challenge children's progression. This means children make good progress in their learning because of the quality of her teaching, which effectively supports their readiness for school. The childminder has a secure understanding of completing the 'progress check at age two', for children. She works closely with the parents to ensure there is a joint approach to identifying where children are at in their learning and making plans for their next steps to further promote their development.

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who attend

The childminder provides good opportunities in the indoor play areas for children to develop their communication, language and literacy skills. They have free access to books, which they enjoy looking at independently or listening to the childminder read to them. Books are age appropriate and support younger children's listening and attention skills as they handle the pieces of the board books which they can remove and feel as the childminder reads. More able children eagerly join in with the familiar text which supports their enjoyment and interest in stories. Posters, pictures and written word support children's awareness of early literacy in the home. However, there is scope to further enhance and develop the outdoor learning environment with opportunities for children to see and use words and numbers, further promoting their learning. The childminder's good knowledge of children's learning enables her to promote their next steps through their

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who attend

self-chosen free play. For example, during a matching game, the childminder asks questions about the animals on the cards. She skilfully includes questions which encourage children to count, use their developing descriptive language and their memory recall as they share their thoughts and answers. The childminder is very sensitive to the children and recognises when they want to play alone without interruption and questioning, this shows the quality of her teaching.

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who attend

Children's early mathematical skills and language are routinely promoted by the childminder. She encourages the children to explain if things are heavy or light, for example, as a child fills her bag with toys. They talk about long and short, count as they set the cups out on the table and begin to think critically and problem solve as they work out how many chairs they need so everyone can sit down. Children have good opportunities to play and learn outdoors. Nature walks and outings in the village support children understanding of the natural world and also their local community of which the childminding setting plays an important part.

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who attend

Relationships with parents are very good and given a high priority. When children start at the setting the childminder gathers detailed information about their individual needs, likes and abilities. Therefore, she has a useful understanding of children's starting points and effectively plans continuity in their care and learning. Parents are well informed about their child's progress and next steps in learning. For example, they regularly look at their child's progress record and daily diaries provide information about children's care. Parents add their comments in their child's learning records and they share what their children like and their achievements at home, through the completion of a 'parent's page'. This effective partnership working contributes to meeting children's individual needs well.

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

The childminder has a secure understanding of how to create a highly flexible and stimulating environment to effectively support children to develop positive attitudes towards a healthy lifestyle. She understands the great benefits to be gained by children learning in the outdoors, particularly in relation to them enjoying fresh air and exercise. Therefore, she creates a very inviting and exciting garden area that has climbing equipment, an open space and varied outdoor activities for children to take part in. Children are also active indoors as they take part in dance and action rhymes to music, which also help them to develop control over their bodies. For example, the childminder joins in the action songs with the children and shows them how to move and dance and then change their actions when the music and instructions change. The childminder provides a varied range of home-cooked nutritious meals and snacks for the children. She

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

encourages them to try new foods and ensures meal times are a social occasion which children can enjoy. Their independence is promoted as they help to set the table and pour their own drinks. Children understand the need to wash their hands as they tell the childminder; they need to get rid of the bugs. The provision of good hygiene posters, liquid soap, paper towels and healthy food placemats support the children to have a good understanding of keeping themselves healthy and well.

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

The childminder places good emphasis on developing close and trusting relationships with children. This helps to support children to become effective learners. For example, the childminder is sensitive in her interactions with children who are initially unsettled or shy when they arrive. She provides one-to-one support to encourage them to play and interact until they are happy to move away from her to go to explore and engage with other children. This helps children to feel safe and to make smooth transitions between home and her care. The childminder works effectively with parents so that she understands and can follow children's preferences and daily routines. A wide variety of easily accessible resources ignite children's interest to initiate their own play and follow their own interest in all areas of learning, indoors and outdoors, which effectively supports their self- exploration. Children's safety is assured as they play in a safe and secure environment

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

where they learn to take controlled risks under good supervision from the childminder and her co-childminder. Daily outings reinforce children's understanding of road safety and stranger danger, whilst regularly practiced fire drills from the home assure their safety in an emergency situation.

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

Children are supported well to embrace new experiences, such as starting school, by joining the childminder in attending regular events at school. The childminder pays good attention to fostering children's positive relationships with each other. For example, children are encouraged to share and take turns with resources and to help each other. Children's behaviour is good in the setting because the childminder works in partnership with parents to set and maintain clear boundaries that children respond well to. They love receiving stickers for their efforts and achievements on their reward charts and proudly point them out to their friends. This raises their self-esteem and confidence within the group.

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provision

The childminder is very effectively meeting all of the statutory requirements of the Early Years Foundation Stage. She has made many improvements since the last inspection and is effectively sustaining high levels of care and learning. The childminder is very motivated to ensure her provision is of a very good quality for children and she strives to continually improve her practice. For example, she is very committed to continuing her professional development and attends many childcare courses. New ideas are put into practice to enhance the opportunities available to children and this promotes their good progress across all areas of learning. The childminder includes the parents and children in the evaluation of her provision to ensure their thoughts, views and ideas are addressed. However, there is scope to develop this further by monitoring the impact of any improvements on the achievements of the children.

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provision

The childminder effectively demonstrates a very good understanding of safeguarding children. She confidently identifies possible issues and is aware of the procedures to follow in the event of a concern with regard to children's welfare. All required household members are suitably vetted, along with those involved in the care of the children and the childminder monitors and records any visitors to the setting. She completes robust risk assessments of the home, garden and outings which ensure children are kept safe. The childminder has established effective policies and procedures to support the safe and efficient management of the service provided. These are shared with parents, providing them with an insight into the childminder's role and responsibilities. All other required documentation is in place and well maintained, including accident and injury forms. The childminder effectively monitors the delivery of the educational programmes within her

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provision

setting and has clear procedures in place to observe, assess and monitor children's progress.

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provision

Partnership working with parents, carers and other providers is very good and successfully contributes to children's needs being effectively met. Information is continually shared and exchanged with parents, enabling them to be a part of their child's ongoing learning. They are also kept fully informed of their children's daily activities and routines through verbal communication and the use of daily diaries. Parent's views on the childminder's service are continually sought through discussion and written exchanges. This provides parents with a good overview of her setting. Comments noted by parents spoken to during the inspection confirm that their children love attending, they are always excited to come and they have thrived over their time with the childminder. Partnership working with other early years providers is effective in ensuring continuity in care and complementary learning opportunities.

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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 501212 Local authority North Yorkshire Inspection number 932049 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 46

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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

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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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