Childminder in North Yorkshire

Inspection date

Previous inspection date 28/11/2013 08/03/2011

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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

 All children are fully involved in learning opportunities because the childminder differentiates activities and understands each child's learning needs. Consequently, all children are making good progress in their learning and development.  Children are very motivated to learn because the childminder interacts with them very well and role models new skills.  Information is shared with parents regarding their child's daily activities and what they have enjoyed taking part in. As a result, parents feel fully included in the setting and highly praise the childminder's service.  Children are very well safeguarded in the setting because the childminder has a clear understanding of her role and responsibilities, minimising all potential risks to children.  The childminder continuously reflects on her practice and attends training courses. Consequently, her practice is continually evolving and children are supported to reach

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It is not yet outstanding because

 Opportunities to extend children's mathematical knowledge are not always fully maximised.

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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 lounge and conservatory.  The inspector conducted a joint observation with the childminder.  The inspector held conversations with the childminder throughout the inspection.  The inspector sampled children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications, risk assessments, policies, procedures and self-evaluation documents.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and from parent questionnaires and letters.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a detached property in Crakehall near Bedale, North Yorkshire, with her husband, adult child and two children aged 15 and 12 years. The whole of the home, except the master bedroo, is used for childminding purposes and there is an enclosed area for outdoor play. The childminder attends local toddler groups and visits the park on a regular basis. The family has a pet dog.

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Information about the setting

There are currently eight children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except Bank Holidays and family holidays.

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

 enhance the educational programme for mathematics by providing more visual representations of numbers to consolidate children's learning.

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who attend

Activities and learning opportunities are planned well by the childminder, who knows all children's individual interests and what they enjoy doing. The childminder ensures a range of good quality resources are available for children to explore and she interacts well with all children. As a result, children are motivated to learn. The childminder plans her day around children's learning and development needs and she is quick to adapt activities in order to enable all children of differing ages to participate. For example, while exploring blocks, younger children practise fixing blocks together, while older children are supported to learn simple addition while building purposeful structures. However, on occasion, opportunities that arise during play are not fully maximised to enhance children's understanding of written numbers.

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who attend

All children are making good progress from their starting points. This is because the childminder regularly observes children and fully understands how to extend their learning. For example, children who enjoy creative activities are supported to develop their small muscle skills by the childminder, who provides small beads for them to thread and make jewellery. This well-planned activity develops children's physical skills as well as their concentration. Through positive role modelling and praising children, it is evident that children are willing to try new experiences and learn new skills. Children are being prepared well for their transition to school. This is because the childminder works closely with local teachers and discusses the skills children will need to make their transition smooth. For example, children are given small responsibilities to develop their independence, they are taught by the childminder to be kind and

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who attend

considerate to their friends and they are encouraged to have their own ideas. In addition, children are encouraged to engage in conversations with the childminder to develop their communication skills. Parents are very pleased with children's emerging social skills and are quick to praise the childminder's teaching. Parents are fully involved in their child's education and care because the childminder speaks to them daily about what children are learning. Parents can also access children's development files whenever they wish and summaries of their learning are shared on a regular basis. This means there is a shared approach to supporting children to acquire new skills and knowledge.

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

All children have a secure attachment with the childminder. They are happy and clearly enjoy their time in the setting, settling as soon as they arrive. Parents feel the childminder cares for their children very well and engages in detailed discussions about children's routines and how they are feeling. Children show they feel safe and secure with the childminder and they listen to her simple instructions. As a result, all children behave very well and there is clear respect between the children and the childminder.

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

The childminder provides a range of healthy snacks for children. She gives thought to children's nutritional needs and has recently purchased a range of children's books that she sits and uses to promote healthy eating. In addition, children are encouraged to exercise daily in a fun and exciting way. For example, the childminder puts on songs and role models how to move and dance in different ways. Children giggle as they practise crouching and jumping, wiggling and shaking as the childminder asks questions, such as, 'how are you feeling?' and 'are you getting warm?' These questions are starting to get children to recognise the benefits of exercise.

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

Children enjoy a range of outings with the childminder and they attend several local playgroups. Children are very aware of how to behave when they are out of the setting. For example, they know to hold hands with each other and stay close to the childminder. The childminder explains the risks on outings and this teaches children how to stay safe and recognise dangers in the environment.

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provision

The childminder has a clear understanding of how to safeguard children in her care. For example, she risk assesses all trips and outings and teaches children how to stay safe outdoors. She minimises all risks and supervises children very well. In addition, the childminder has completed safeguarding training and is very aware of her role and responsibility in protecting children from harm. Children are always supervised by the childminder, and visitors are not permitted into the setting while children are being cared for. All adults living in the property have been vetted to ensure they are suitable to be around children.

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provision

The childminder delivers good quality teaching to children of all ages and stages of development. She works closely with a group of other childminders, sharing best practice, and regularly reflects on her teaching. Not only has the childminder had registered childminder training, but she also regularly attends a wide range of external training, which means she understands how children learn and develop. This in turn enables the childminder to continuously improve the outcomes for children in her care.

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provision

The childminder is passionate about caring for children well. She constantly reflects on her practice and has created a comprehensive self-evaluation document with realistic targets for development. The childminder has created positive relationships with parents and seeks their views regularly via conversations and questionnaires. A wealth of letters of appreciation from parents are available, and pictures children have made for the childminder are proudly displayed on the walls. This shows that children and parents appreciate the kind, caring childminder and the positive experiences she creates for all.

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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 EY355525 Local authority North Yorkshire Inspection number 943275 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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