Childminder in North Yorkshire

Inspection date

Previous inspection date 30/01/2014 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

 Teaching is good and has a positive effect on children's learning as the childminder uses her skills very effectively to engage children in challenging activities. She observes children's development and plans for their next steps in learning well. As a result, children are making good progress given their starting points.  The childminder sensitively joins in with children's play, fitting in with their ideas and encouraging their 'can do' attitude. As a result, children are confident and have a positive approach to learning.  Partnership and communication with parents is good. Consequently, children demonstrate that they feel secure as they receive consistency in their care and learning.  The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements. She ensures children's welfare is given a high priority, hazards are minimised and children are protected from harm.

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It is not yet outstanding because

 There is scope to further enhance the stimulating learning environment by making it richer in print to support all children's understanding of words and their meaning.

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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 playing in the living room and talked to them at appropriate times throughout the inspection.

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Inspection activities

 The inspector sampled a range of the childminder's documentation including, Disclosure and Barring Services checks, qualifications, policies and children's learning records.

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Inspection activities

 The inspector carried out a joint observation with the childminder, which involved children learning about shape, size and colour.  The inspector acknowledged the views of parents.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in Ripon. The whole of the ground floor, plus the bathroom and a bedroom on the first floor and the rear garden are used for childminding. The family has two dogs as pets.

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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. The childminder provides care for children who have English as an additional language and have special educational needs/and or disabilities. There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 6pm, Monday to Friday, except family holidays. She is a member of 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 learning environment making it richer in print and pictures to further promote and support children's understanding of words and what they mean both in English and children's home languages.

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who attend

Children make good progress because the childminder takes account of what they can do, their individual learning styles and what they are interested in. She completes regular observations of children and effectively monitors and assesses their development through effective tracking. Next steps are identified and free play and planned opportunities are offered that support children's ongoing learning. This ensures that children are motivated and prepared for their next stages in learning and the move onto nursery and school. The childminder is skilled in supporting children as they play and encourages them to explore resources independently. This enables them to follow their own ideas. The childminder is clear about their individual learning styles and she adapts her teaching to ensure children are fully engaged.

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who attend

The childminder provides a good balance of child-led and adult-initiated activities. Her clear knowledge of children's individual abilities, including any special educational needs and/or disabilities enables her to give children clear targets for development. For example, the childminder and children spend time with a shape, size and colour box. This holds resources to promote children's understanding through self-exploration and through their critical thinking as the childminder asks them open-ended questions. Children select the coloured barrels; they open them up and are excited to see the smaller barrels inside. The childminder is working on developing children's concentration and chats to them as they play. Children confidently name the colours of the barrels and match them to the stacking cups which the childminder has taken from the box. This supports their knowledge of colours and ability to match them. Children receive lots of praise from the childminder

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who attend

which gives them the confidence to try new skills. For example, the childminder shows the children how to take the barrels apart and put them back together. Their initial response is to say 'I can't do it.' With encouragement from the childminder, children carefully press the barrels together and then shout, 'I did it'. This also supports children to persevere in tasks and it develops their hand and eye coordination. Children develop their knowledge of number and counting as they count the barrels which they manage to stack on top of each other. The childminder introduces new ideas to the children as they are involved in play. For example, they line up the cups and barrels and begin to understand the concept of bigger and smaller. On the stacking cups children see pictures of animals, when asked by the childminder what the animals are they are eager to tell her and share the animal noises. Such as, 'woof', 'meow' and 'moo'. The childminder reiterates the names of the

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who attend

animals and children repeat these to her. This supports their language and communication skills. There is, however, room to further develop children's awareness and understanding of written words and their meaning, by seeing words and pictures around the play area. This is both in English and in children's home languages as the childminder is just starting to care for a very young child who has English as an additional language. The childminder is learning key words in the child's home language. This will enable her to form secure bonds and attachments with the child and support early communication and language development.

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who attend

Children are supported well as they begin to understand how things work. For example, together with the childminder, children make a trumpet. They fix the pieces together and tell the childminder they have made a funny shape. Encouraged by the childminder children blow through the end of the trumpet and giggle and clap as they hear the sounds of the notes they make. Furthermore, their understanding of early information and communication technology is supported as they use keys to make wind up vehicles move across the floor. Children have great fun with this activity and are thrilled as they see the vehicles whizzing down the hallway at great speed. They are eager to repeat this and excitedly fetch them and with help from the childminder wind them again. This supports children engagement and concentration. Skills they need for their future learning. Partnerships and communication with parents are strong and a good two-way flow of

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who attend

information is in place. Parents are included in their children's learning from the beginning as they contribute to children's starting points. This continues as they regularly share their knowledge of their children's development, interests and learning from home.

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

The childminder is warm and responsive to children's emotional needs and provides a calm, welcoming environment where children are happy and settled. She has established children's individual care needs and makes sure that the routines she follows are familiar and comforting through consistent and effective communication with parents. Children's positive behaviour shows that they feel safe and emotionally secure in the setting. The childminder uses effective behaviour management strategies, so that children benefit from consistent guidance to help them learn about acceptable behaviour. She also works with other adults involved in the care of children to ensure a collaborative approach, which further benefits children to manage their own behaviour.

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

Children's good health is effectively promoted because the childminder follows good hygiene procedures and practices, which meet children's physical, nutritional and healthcare needs. Children are encouraged to develop an understanding of the importance of physical exercise and healthy lifestyles and they have regular opportunities to be physically active in the local community. The childminder encourages children to be independent, which means they have high levels of self-esteem and confidence. For example, children skilfully access their own shoes and coats. Eagerly showing how they can put them on and receiving good levels of praise for their achievements.

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

Children move around with confidence and familiarity. They select from a good quality range of resources, which have been thoughtfully organised by the childminder to support children's developing independence. Children understand about keeping safe because the childminder offers gentle reminders as they go outside to the car or help to tidy away the toys when they have finished playing with them. Younger children also climb confidently onto the small step to wash their hands before meals. Flexible routines incorporate trips out to offer different experiences. For example, young children join in with larger group activities when visiting local amenities with their peers. This helps to prepare them for the transition to nursery and school.

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provision

The childminder has a very secure knowledge and understanding of the safeguarding and welfare requirements. She maintains all required documentation that helps support children's safety and welfare. The childminder is clear about her responsibility to safeguard children and knows what she must do if she has any concerns about a child's welfare. All adults living within the home have had suitability checks completed by Ofsted. Comprehensive policies and procedures help ensure that parents also understand the duty of the childminder to protect children.

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provision

The childminder has a good knowledge and understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She continually reflects on her practice, so that she can review and improve the learning opportunities she offers to children. Her secure knowledge of children's achievements informs clear next steps to support their progression. The childminder effectively engages parents within these processes, which helps to ensure a consistent approach towards promoting good outcomes for children. Consequently, children are developing positive attitudes for the future as they receive consistency in their care and learning.

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provision

The childminder shows a positive approach to continually improving the service that she provides. She has reflected upon her practice and also sought support from the local authority to assess the service she provides. She has identified and targeted areas for improvement which include the development of resources and attending further training courses. The childminder recognises the positive impact this will have on children's care and learning and also her own knowledge and her provision. The views of parents are complimentary as to how well she knows their children and how she will listen and take account of what they say. The childminder is clear about sharing information between settings when children attend more than one provision. This enables them to work together to support children's learning and provide the best possible care and support.

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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 EY464624 Local authority North Yorkshire Inspection number 932811 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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