Jones, Diane

Inspection date

Previous inspection date 14/11/2013 02/10/2008

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early years provision

This inspection: 2 Previous inspection: 3 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 builds firm attachments with the children in her care, enabling them to feel confident and secure.  Children benefit from regular outings to a variety of outdoor and indoor local resources, which extend and enhance their learning experience.  Children are safe in the childminder's care as she takes effective action to ensure the safety of the premises and has a good understanding of safeguarding procedures.  Partnerships with parents are well established. This ensures that children's needs are met and supports smooth transitions, enhancing their development.

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It is not yet outstanding because

 Natural and open-ended resources, such as wood, shells, stones and fabrics are not routinely accessible, to encourage the children to play and explore in different ways.

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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 had a tour of the setting.  The inspector sampled children's progress records and other documentation.  The inspector sampled parent questionnaires.  The inspector had a discussion with the childminder about her practice.  The inspector observed the childminder caring for and playing with the children.

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Information about the setting

The childminder was registered in 2001. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in Tadcaster, North Yorkshire. Their home is within walking distance of the local school and amenities. The whole of the ground floor of the childminder's house is used for childminding and there is an enclosed garden for outside play.

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Information about the setting

The childminder is currently minding seven children, four of whom are in the early years age group. The childminder walks to the local school to take and collect children. The family has one pet cat. The childminder holds a qualification at level 3 in early years. 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:

 provide natural and open-ended resources, such as wood, shells, stones and fabrics are not routinely accessible, to encourage the children to play and explore in different ways.

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who attend

Children make good progress in the care of the childminder, as she has a good knowledge of the seven areas of learning to fully support children's development. The play area is well resourced and offers the children a range of resources, such as books, puzzles, small world and construction equipment, these are stored in boxes that are all accessible for the children to make independent choices in their play and learning. Books are displayed in a bookcase and children choose stories for the childminder to read, Children talk about their favourite stories and link it during other play activities. The range of resources available does not always routinely include natural and open-ended resources which children can use, move and combine in a variety of ways. This means opportunities for them to play and explore imaginatively are less well promoted. The childminder becomes involved in the children's play, which enables her to encourage them to join, share and extend their

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who attend

learning. For example, when children are playing with dough she encourages them to make buns. The childminder asks them about their favourite buns and what they tasted like. Children are encouraged to use a daily calendar and the childminder introduces numbers and the days of the week, children discuss the weather and what they might do outside. This means that children are becoming involved and interested in the world around them.

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who attend

Children feel secure to seek out support from the childminder. For example, a child sees a doctors bag she has been playing with. The childminder takes time to sit and talk about the contents of the bag with the child. She enhances the child's involvement with actions and pointing to body parts. The child enjoys the experience, she laughs and repeats some of the words. Children have access to a range of interactive toys, such as computers and mini laptop toys, this helps them to learn about how things work and understand about the world.

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who attend

The childminder extends a warm welcome to the children and sees them as part of the family. Parents are involved in their child's development on an ongoing basis as the childminder shares information with them on a daily basis. She discusses with parents what their children have done each day when they are picked up. The childminder uses the progress check at age two to identify potential gaps in their development and parents are aware of the progress their child is making. The childminder liaises with parents when a child starts the setting to find out about their background and interests. Parents also complete questionnaires to aid the childminder in making improvements to the service that she offers. This helps parents and children to settle with her and provides continuity of care. Children acquire skills for their next stage in their learning and preparing for pre- school by managing their personal hygiene and putting on their own shoes. Individual files

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who attend

are in place for all the children, and these include photographs, observations, children's work and assessments. These are linked to the seven areas of development and children's next steps in development.

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who attend

Children enjoy a good variety of outings to local farms, parks, library story sessions and playgroups. This gives them the opportunity to experience different activities, and meet and play with other children to develop their social skills. Children have access to an enclosed garden where they can engage in a variety of activities. For example, they play in sand, ride bikes and run on the lawn. This supports the children's physical well-being and development.

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

Children settle particularly well because the childminder takes time to find out about the children's preferences, needs and routines. For example, information is recorded to ensure specific needs and allergies are catered for and medical needs are known and are accurately met. This helps to ensure care is consistent, so children make transition from their home into the childminder's care with ease. Children are clearly comfortable in the childminder's home, approaching her confidently to ask for help. This means that they are forming strong emotional attachments and feel safe in her care. The childminder takes time to talk to the children; building self-esteem and making them feel special.

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

Children behave well when they are playing and the childminder reminds them about sharing toys and taking turns. As a result, the children play happily together. The childminder is calm and polite, a good role model for the children. For example, she clearly explains why they need to tidy the toys away; she sings a tidy up song and tidies with them. This helps the children to develop positive behavioural skills and speak about their feelings and actions. The childminder has a written behaviour management policy that she follows. She discusses this with parents and has set clear boundaries. The childminder is able to take appropriate action in the event of an accident as she holds a current paediatric first aid certificate. Children take small but safe risks when playing, they avoid obstacles and access tables and chairs, they understand about risks when playing in the garden. This helps them to have a well-developed understanding of safe practices.

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

Children enjoy a well-balanced diet, which includes fresh fruit and vegetables, including growing 'cress heads'. The childminder follows dietary requirements well so all children are included. At snack time, the childminder asks the children their preferences and offers them healthy options. They learn about foods, which are good for them, through discussions and baking activities. Children bake a variety of different buns, cookies and savoury items; the childminder reinforces hygiene routines and discusses the process of baking with the children. This means that children are developing their understanding of the changes that take place and enjoy eating the finished product. The childminder implements good hygiene procedures by reminding the children to wash their hands after the toilet and before eating. Children are reminded of hand washing by the childminder and she has child-friendly posters displayed above the sink. This supports the children to

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

understand about good personal hygiene and prepare for transitions in their lives.

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

Children have access to good opportunities to experience fresh air and exercise on a daily basis, both in the garden and on walks. The childminder meets other childminders on trips out with the children. For example, to Filey in the summer, or to Temple Newsam to the children's farm. The local amenities are well used to enhance children's experiences and provide additional opportunities to develop physical skills. The childminder supports children appropriately in their transitions, preparing them for their next stage in learning. For example, she communicates well with parents and passes information to the local school when needed. The childminder has formed superb links with the local school and especially the nursery teacher; she attends transition sessions and ensures that she is up to date with children's needs.

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provision

The childminder demonstrates that she has a good understanding of her responsibilities to meet the Statutory framework for the Early Years Foundation Stage. She has a range of policies and procedures in place that show how they link to these requirements and keeps them up to date. She carries out risk assessment of her home and takes appropriate steps to keep children safe, however these need to be dated and reviewed at regular intervals. She provides a safe environment for the children to learn. She has undertaken safeguarding training to support her knowledge of child protection. She has a safeguarding policy and procedure in place and shares these with parents. She knows where and who to report concerns to within the local authority. This means that she is aware of her role and responsibilities to protect children's welfare.

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provision

The childminder has identified her strengths and weaknesses in the self-evaluation process, which provides the opportunities for her to evaluate her provision on a regular basis. To enhance her practice she regularly meets with other experienced childminders. Together they share good practice, planning ideas and experiences. For example, they have been creating a format to use when completing the progress check at age two. The childminder shows commitment to further training by attending relevant training events that become available. For example, she is looking forward to completing Epipen training, in the near future. Children's health and safety is effectively maintained through the childminder's policies, procedures and training. For example, she has completed a first aid training course to ensure children's well-being is addressed at all times.

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provision

Partnerships with parents are well established. This ensures that children's development is effectively enhanced, while meeting their needs and supporting smooth transitions. Information needed to support children is sought at the time of registration and up dated at regular intervals. This includes heath needs as well as children likes and dislikes. Parents share information about their child and discuss their progress on a daily basis. The childminder has a clear understanding of her responsibility to work in partnership with other childcare providers and professionals to enhance 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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY219510 Local authority North Yorkshire Inspection number 877374 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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