Childminder in North Yorkshire

Inspection date

Previous inspection date 05/03/2014 31/05/2012

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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 understands the children's individual learning needs effectively. This results in children receiving good support to help them progress towards the early learning goals.  Children develop positive relationships with the childminder and their emotional well- being is effectively supported. This is because all children are equally included in activities and routines and they receive good quality learning opportunities at all times.  The childminder works successfully with the parents to support children's ongoing progress.  Children are safe and protected because the childminder has an effective understanding of how to safeguard them.

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It is not yet outstanding because

 There is scope to improve the organisation of the learning environment outdoors, to support children's understanding that text has meaning.  There are other options to consider to help children freely explore natural materials, to support their learning about the world.

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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 play resources indoors and outdoors.

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Inspection activities

 The inspector spoke to the children present and spoke to the childminder about the learning intentions of several activities observed at the inspection.

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Inspection activities

 The inspector sampled a range of documents, including the learning records, evaluation documents and the policies and procedures.

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Information about the setting

The childminder was registered in 2011 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 four and 12 years in the Ripon area of North Yorkshire. The whole of the ground floor is available for childminding and there is an enclosed area for outdoor play. The family have a pet budgie, two cats and tropical fish. The childminder attends toddler groups. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll, of whom three are in the early years age range and they attend for a variety of sessions. The childminder supports children with special educational needs and/or disabilities. The childminder operates all year round from 6.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of Professional Association for Childcare

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

 develop the opportunities for children to become familiar with written words, for example, by consistently incorporating print to the outdoor area

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

 extend the opportunities for the children to develop their sensory skills, for example, by introducing further natural materials within the indoor area.

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who attend

The children's individual learning needs are understood effectively by the childminder. As a result, the differing age groups and abilities of children receive strong support to help them make progress across the seven areas of learning. Children are developing well within the typical range of development expected for their age, according to their starting points and time spent at the provision. The quality of teaching is good overall. The childminder ensures that the children receive a broad range of activities that present interest and challenges for them. For example, the children enjoy an activity, which involves working out how to fix small pieces of a construction toys together. The childminder cheerfully and enthusiastically engages the children as they demonstrate their strong small physical skills while working out where the pieces go and how to fit them. The childminder seizes the opportunity to encourage the children to name the objects

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who attend

through effective questioning and she encourages the development of a variety of other skills through the process. For example, she encourages counting and helps the children learn about shapes. The childminder makes sure that all children, including those with special needs and or disabilities are effectively involved throughout the activities. For example, She gives children time to answer questions and she is pro-active in encouraging children to express their thoughts. This supports their language and communication skills successfully.

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who attend

The childminder does ensure that children use a variety of different media, such as paint and different textures through planned activities. However, there is scope to introduce further natural materials within the environment indoors that children can freely access to support their learning about the world. Good input from the childminder is demonstrated as she adds to the children's interest in banging together a variety of objects. For example, she introduces a variety of resources that can be used to make different sounds and she encourages the children to listen to the sounds they are making. This supports their early literacy skills effectively. In addition, the children have lots of opportunities to develop literacy skills through using mark-making resources. The childminder effectively teaches children to be interested in books by ensuring that they can freely access books and join in stories. In addition, the environment indoors has profuse low level text to refer

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who attend

to and the childminder uses this labelling to help children put meaning to words. However, there are other ways to help children become more familiar with labelling and words and therefore, further progress their very early literacy skills. For example, by consistently ensuring that labelling, signs and symbols are used outdoors.

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who attend

The observations and assessments of children are used effectively to plan children's next steps in learning across the seven areas. For example, the childminder successfully identifies appropriate areas of learning to develop to match children's individuality, such as planning to develop their communication and language skills and social skills. Clear written tracking of children's progress helps the childminder consolidate what the children already know and can do. This helps her make successful plans for the children's future learning. All of this supports the children's all-round development and their readiness for school effectively. Strong partnerships with the parents are established. This ensures that regular dialogue is shared to support children's learning progress. The childminder has a good understanding of the purpose of the progress check at age two. For example, she has the knowledge and the information of how children make progress to enable her to

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who attend

demonstrate to the parents how the children are developing in the prime areas of learning at the appropriate time. The childminder works with the parents closely to help the children achieve milestones, such as progressing their language and physical skills. The childminder encourages the parents to discuss details about what the children do at home. This helps the childminder plan for the children's future learning.

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

Children's developing self-care skills and independence are effectively supported by the childminder during the day. For example, they have freedom to explore and choose from a good range of resources overall, which are effective in supporting the children's varying needs. The childminder talks to the children consistently and cheerfully as she interacts with them as they play. This incites the children's interest and they are motivated to learn. The childminder is skilled at including all of the differing ages and abilities of children successfully. This results in children learning to cooperate and socialise together and therefore, supports their well-being effectively. In addition, the good input that the children receive results in them developing strong and positive relationships with the childminder. The childminder regularly praises the children's achievements, such as when they sit down for snack and when they name shapes and as they help tidy up. As a

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

consequence, the children respond by smiling and they are confident as they explore the environment and their behaviour is good.

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

Children develop a good understanding of the importance of living a healthy lifestyle. This is because the childminder ensures that they receive lots of fresh air and physical activities outdoors, such as climbing equipment and visiting places of interest that involve lots of walking. The children are developing a good understanding of the importance of eating healthy foods. This is because the childminder presents them with healthy food choices at snack time. The parents provide their own children's meals. The childminder talks to children about why it is important to eat healthy foods and she works with parents to ensure that children eat as healthily as possible. This promotes the children's good health. Children are cared for in a hygienically maintained and safe environment. This ensures that the children can investigate the environment freely and safely and they are supervised well. They learn about risks and how to manage them. For example, the

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

childminder teaches them why it is important to tidy up toys to ensure that they do not fall. The childminder involves them further in discussions that help them understand how to move toys that they are exploring safely and why this is important. This helps them balance and learn about risks successfully and effectively supports their developing thinking process.

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

The good support that they receive to help them make positive relationships and independence skills helps prepare them effectively for their transitions from the provision to school. In addition, the childminder is pro-active in helping children understand the importance of talking about ongoing happenings, between school and the childminding provision. This supports their emotional well-being effectively. The childminder works closely alongside parents when they first attend her provision and through transition times. For example, she finds out about their individual needs so she can give them good support.

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provision

The childminder effectively implements the safeguarding and welfare requirements. For example, she has a good understanding of how to keep children safe from harm and what procedures to follow if there are any concerns about a child in her care. In addition, the documentation to support children's well-being and safety is accessible and implemented well. For example, the health and safety procedures are used effectively to support children, such as the safe implementation of medication. All procedures are shared with the parents through discussion and in written form to keep them fully updated with information about the effective operation of the childminding provision. The childminder has a good knowledge of how to implement the learning and development requirements for all children. This is reflected in the successful planning and teaching the children receive during activities and routines, to support their individual

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provision

needs. The childminder forms good relationships with the parents. She liaises with them as an ongoing process to ensure that the children's care and learning needs are effectively supported. The childminder takes effective steps to monitor her practice, to support children. For example, she takes account of parents views by asking them to record their thoughts on how the provision operates to support their children and she is prepared to make changes when and as appropriate. A sample of the recent comments from parents demonstrates that they are happy with how their children are cared for at the provision and how the childminder helps the children progress with their learning. The childminder has a good awareness of her strengths and areas for development and has a good attitude towards making continuous ongoing improvements for children. For example, she welcomes advice from the local authority advisors when they visit the provision to support

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provision

children's all-round needs. The childminder continues with training that links to supporting children's learning and development and to effectively safeguard children. Since the last inspection the childminder has effectively addressed the action raised and the recommendations, by ensuring she has updated her risk assessments to improve children's safety and she has improved her evaluation processes to identify improvements. The childminder has developed her knowledge on how to support children's individualised learning, through clear planning and building effectively on what children know and can do to support their next steps in learning. In addition, the organisation of the learning environment has developed well and results in a rich learning environment for children overall. All of this supports children's learning and their well-being effectively. The childminder takes a strong account of the children's points of view by making sure that

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provision

they are listened to and that they can make choices during the day.

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provision

The childminder forms effective links with other early years provisions where children also attend, to support children's care and learning. She demonstrates a strong knowledge of the importance of working in partnerships with other professionals and agencies at the appropriate time. This ensures that the childminder is effectively prepared to support children in a variety of different contexts as they are presented.

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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 EY439296 Local authority North Yorkshire Inspection number 876109 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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