Childminder in North Yorkshire

Inspection date

Previous inspection date 29/01/2014 07/02/2012

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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 quality of teaching is good. The childminder successfully promotes the learning and development of all children in her care. This ensures they are ready for school.  The childminder's safeguarding procedures are robust and rigorous and good steps are taken to reduce potential dangers. As a result, children are well protected and kept safe.  The childminder has very good relationships with the children and close bonds and attachments are evident. Children are confident and demonstrate they feel safe and secure in her care.  Children's behaviour is managed very well. The childminder supports them in a calm and consistent way to understand why rules and boundaries exist. Consequently, children are learning right from wrong.

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It is not yet outstanding because

 There is scope to strengthen the links with parents so more information about what children are learning at home is shared and taken into account when planning activities, to extend children's good learning even further.  Current arrangements for children to dry their hands after using the bathroom do not help them to learn good hygiene practices.

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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 spoke with the childminder and the children at appropriate times throughout the inspection.  The inspector viewed the premises, toys and equipment.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder and household members.  The inspector took account of the views of parents, provided in written form.

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Information about the setting

The childminder was registered in 2011 having previously been registered from 2002 to 2009. She is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is one of three assistants, in Leyburn. The whole of the house except for the main bedroom and the attic are used for childminding purposes.

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Information about the setting

The childminder attends a toddler group and activities in the community. She visits the shops and park on a regular basis. She collects children from the local schools and pre- schools. There are currently 19 children on roll, of whom 13 are in the early years age group and attend for a variety of sessions. She operates all year round for flexible hours. 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:

 strengthen opportunities for parents to contribute more information about what children do at home, and use this shared knowledge to plan together and think through ideas of how to move children even further forward in their learning

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

 improve the arrangements for hand drying to help children learn about good hygiene practices.

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who attend

The childminder demonstrates a good understanding of the learning and development requirements of the Early Years Foundation Stage. She knows the children in her care very well and successfully supports their learning and development as they play. This good quality teaching ensures children's school readiness and gives them the knowledge and skills for good future progress through life. Procedures for observation and assessment are effective in identifying where children are in their development and what the next steps for their learning are. As well as on-going tracking of children's development, the childminder completes a comprehensive progress check at age two, to help with the early identification of any areas for concern in children's development. Parents value these checks saying 'we feel this is a very accurate record of our child's knowledge and skills'. The activity planning is clearly linked to these next steps and to children's changing

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who attend

interests. Therefore, activities engage and challenge children and they make good and often very good progress in all areas of their learning. The childminder is effective in promoting children's communication and language. She acknowledges children's early attempts at language and supports them well by giving them lots of eye contact, repeating babbling back and narrating as they play. Children listen attentively to her and respond to her gentle requests. As they get older the childminder follows children's lead in conversations, introduces new words and helps children to expand on what they say. Consequently, they are becoming skilful communicators who are confident to express their thoughts and ideas. She allows them time and space to play without intervening unnecessarily. However, she remains close by to engage and extend play when appropriate. For example, she allows them to freely explore the items in the treasure basket, sensitively joining in to show them different

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who attend

objects. Children are gaining a good understanding of the world. The childminder organises a wealth of exciting experiences, such as trips and outings. She takes advantage of the rural area in which she lives to give children lots of experience of the outdoors and to learn about nature. Children thoroughly enjoy playing 'pooh sticks' on the bridge over the river, going on 'gruffalo' hunts and woodland walks. She provides trays for children to make their own miniature gardens and children have great fun gathering twigs and leaves and getting messy in the mud.

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who attend

Parents say that they are very pleased with the learning and development provision and they fully recognise the contribution the childminder makes towards their children's achievements. For example, they say that their children have 'learnt so much, and have acquired so many new skills'. Records are shared with parents and provide them with the details of how their children are progressing. However, there is scope to build on the strategies for sharing information to strengthen parents' involvement in their child's learning. For example, by obtaining more information from parents about what children have been learning and their achievements at home.

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

The childminder has a warm and caring nature and children are very settled. They demonstrate strong attachments and close bonds with the childminder. This supports their emotional well-being and as a consequence, theyare gaining in confidence and self- esteem. The childminder obtains a wealth of information from parents prior to their children starting with her. This ensures that she is fully aware of children's individual needs, abilities and preferences. She fully considers these when planning activities and learning experiences. As a result, children make the transition between home and the childminder's care happily and with ease.

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

The childminder has a positive approach to managing children behaviour, which impacts well on children's emotional development. She has a calm disposition and is a positive role model for children. She encourages the children to respect each other, for example supporting them to listen to each other as they share news of their day. This creates a happy 'family like' atmosphere where children have a sense of belonging and know they are valued. Rules and boundaries are explained to children so they know why these are important. She gives them lots of praise and encouragement and this builds their self- esteem and confidence. The childminder takes children to groups and on many outings and as a result, they learn how to adapt their behaviour to different social situations. As well as providing a wealth of new and exciting experiences, this prepares them well for the transition to nursery and school. The childminder teaches children about how to keep

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

themselves safe through talking to them about road safety and the importance of staying close to her when out walking. She practices the emergency evacuation procedures with children on a monthly basis so they know what to do should an incident occur.

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

The childminder helps children to develop an awareness of the importance of a healthy lifestyles. She takes the children to the local market to buy fruit and vegetable and involves them in food preparation, such as making fresh fruit salads. This raises their awareness of which foods are good for them. She provides healthy snacks and meals and details of these are clearly displayed on a whiteboard so that parents know what their child has been offered. Parents comment that they like it that their children enjoy a range of dishes. The childminder teaches children some good personal hygiene procedures, such as, washing hands before eating and after toileting to help protect them from germs. However, children share a towel which does teach them good practice with regard to minimising the risk of cross infection. The childminder provides children with lots of good opportunities to be physically active. Visits to the parks, the assistant's large garden and

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

indoor soft play areas gives children the confidence and space to be exuberant in their movements. They also particularly enjoy the yoga sessions delivered by one of the assistants. Consequently, they are learning that keeping fit and healthy can be fun.

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provision

The childminder is an experienced childcare practitioner. She successfully meets the requirements of the Statutory framework for the Early Years Foundation Stage. This ensures that children learn and develop well and are kept healthy and safe. The childminder places a high priority on keeping children safe. She is clear about the signs and symptoms of abuse and of the procedure to follow if she is concerned about any child in her care. Thorough risk assessments are completed to help ensure that children are safe, both on the premises and when on outings. Potential dangers are explained to children. This supports them in learning how to keep themselves safe. Children are closely supervised at all times and they are always within the sight or hearing of the childminder and her assistants. All adults living in the home or working as assistants, have been checked to ensure that they are suitable to be in contact with children. The childminder

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provision

closely monitors the learning and development provision to ensure that this is helping children to make good progress in relation to their starting points.

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provision

The childminder has effective systems in place for monitoring and evaluating her service. She seeks feedback from her assistants, parents and children to support her in making continuous improvements to the childminding provision. She very much values their thoughts and ideas and utilises these where possible. The childminder undertakes professional development, which helps her to improve her knowledge, understanding and practice. This all provides evidence of a commitment to continually improve her provision for the benefit of children.

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provision

Partnerships with parents are very positive. This contributes greatly towards meeting children's individual needs. They speak very highly of the childminding service, for example they say that the childminder is the ideal person to look after their children and describe her as being 'fantastic at her job'. Regular, on-going contact is maintained so that parents are fully informed of the childcare provision. She does this through daily conversations, sharing documentation with them, and through her informative secure website where parents can see the many exciting activities their children have been engaging in. The childminder has good links with local schools and this helps to prepare and support children as they move on to nursery and attend school.

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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 EY430387 Local authority North Yorkshire Inspection number 949233 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 19

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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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