Childminder in North Yorkshire

Inspection date

Previous inspection date 31/03/2014 18/11/2008

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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 childminder works closely with the parents to support children's ongoing development.  Children develop close attachments to the childminder. This is because she spends good quality time supporting them in their activities, and she praises them frequently during the day.  The childminder makes good use of assessment to support the children's next stages in learning.  Children are safe and protected, because the childminder has an effective understanding of how to keep them safe from harm.

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It is not yet outstanding because

 There are other options to consider to improve the organisation of the learning environment indoors and outdoors, to support children's early reading skills.  There is scope to develop activities to support children's learning about diversity further.

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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 activities and resources indoors and outdoors.

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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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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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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged 12 and 14 years in Sutton-in-Craven near Skipton. The whole of the ground floor, including toilet facilities, one bedroom and bathroom on the first floor and the rear garden are used for childminding.

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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. There are currently 13 children on roll, of whom nine are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years. The childminder holds a level 4 qualification in childcare.

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

 extend the opportunities for children to recognise written words. For example, by incorporating pictures, names and words that the children are familiar with to all the areas within the provision.

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

 extend children's learning about diversity, for example, by increasing the activities, that take account of the differences in people within the community.

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who attend

The childminder has a good understanding of the children's individual learning needs. As a result differing age groups and abilities of children receive effective support to help them make progress towards the early learning goals. All children are developing comfortably 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. The childminder ensures that the children receive a broad range of activities that present interest and challenges for them. For example, the childminder plans a fun activity to help a group of children develop their ideas through using a variety of textures and materials. The children are motivated as they explore different shapes and colours of paper. The childminder enthusiastically engages the children as they use the different resources to create their pictures. The childminder skilfully interacts and uses effective questioning to help children

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who attend

recognise a range of colours, shapes and sizes. This supports their mathematical development and their creativity. Consistent communication and close interaction by the childminder in this and during all of the activities, supports children's language development successfully. The childminder uses repetition of questioning to aid children's understanding about the happenings during activities. Children's developing interest in technology is effectively supported. This is because the childminder introduces suitable computer and ipad resources. These resources are used well to support children's learning about technology and their developing physical skills.

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who attend

Children are learning about the diversity in people through visits into the local area and children use resources within the environment that portray differences positively. However, there are other opportunities to consider, to develop children's learning in this area. For example, by extending more activities to teach children further about the differences in communities and how they live. Children have lots of opportunities to develop literacy skills through using mark-making resources, such as crayons and chalks indoors and outdoors. The childminder effectively teaches children to be interested in books by ensuring that they use books frequently and freely, and with support. In addition, the environment does have text displayed to help the children understand that words have meaning. However, there are other ways to help children become more familiar with words and therefore, further progress their very early literacy skills. For

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who attend

example, by consistently ensuring that children learn to recognise print by using words and names familiar to them within the learning environment.

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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 extend to match children's individuality, such as planning to develop their early writing skills. Clear and regular written tracking of children's progress helps the childminder consolidate what the children already know and can do. This helps her make effective plans for the children's future learning. All of this supports the children's all-round development and their readiness for school effectively. Effective 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 mark-making 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 independence skills are successfully supported by the childminder during daily events. For example, the children freely explore and choose from a range of resources, which are effective in supporting their individual needs. During this process the childminder talks to them all the time and enthusiastically engages them as they play. This motivates the children's interest as they investigate. The childminder encourages the children to socialise together and she supports their emotional well-being effectively. This is because she takes time to communicate with each child individually. The good input that the children receive also results in them developing positive relationships and attachments to the childminder. The childminder involves herself purposefully with them and gives them good quality time. She regularly praises the children's achievements, such as when they name join in activities and put on their own shoes. As a consequence the

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

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

The effective support that the children receive in building close attachments and confidence gives them strong skills to develop their learning. In addition, developing these skills prepares them well for their transitions from the provision to nursery and school when the appropriate time comes. The childminder has a clear knowledge of the importance of talking to children about new events and happenings, such as moving on to another provision. This supports their emotional security effectively. The childminder works effectively alongside the parents when the children first attend her provision and when they move to another provision to ensure the process is as comfortable as possible for the children.

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

Healthy lifestyles are successfully promoted. This is because the childminder ensures that the children receive regular outdoor activities that promote exercise, such as climbing, balancing and going on outings, such as to parks. They are developing a good understanding of the importance of eating healthy foods because the childminder gives them healthy food choices, such as fruit for snack. The main meals are provided by the parents. The childminder is pro-active and enthusiastic in all her interactions, which includes talking to children about the importance of sitting comfortably to eat and by promoting healthy food choices through discussion and displays. The childminder encourages the children to consistently wash their hands and she asks them to think about why keeping their hands clean is important. This effectively supports children's thinking, and promotes their good health. Children are cared for in a home which is

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

hygienically maintained and is risk-assessed effectively. This ensures that the children can safely explore the environment and resources. They learn about risks and how to manage them. For example, the childminder teaches them how to climb steps carefully, such as outdoors.

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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. She knows what to do if there are any concerns about a child in her care and she is fully aware of the relevant professional body to notify if necessary. Safeguarding procedures are clear and a good source of information to parents. Health and safety procedures are clear and used well to support children's health safety and well-being.

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provision

The childminder implements the learning and development requirements effectively for all children. This is demonstrated in the clear planning and input the children receive during activities and routines, to support their individuality. The childminder forms good working relationships with parents, working alongside them to support the children's ongoing development effectively. The childminder successfully monitors the provision through using evaluation processes to focus clearly on how to develop and move forward to continually support children's care, safety and learning needs. She has effectively addressed the action and recommendation raised at the last inspection, by improving risk assessments to keep children safe indoors and outdoors. She has forged closer links with other early years professionals to support children's care and learning. The childminder is proactive in taking advice from the local authority development workers when they visit to

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provision

find new ways of supporting children. The childminder takes account of parents views by frequently sharing information in various written forms, and through discussion. This ensures any ideas or changes to parents requests are effectively addressed to support children. The childminder listens to children and responds effectively to their needs in daily practice. This helps children have a voice throughout daily events. In addition, the childminder has also devised an effective way of monitoring children's progress through an improved tracking process, to ensure any gaps in the children's learning are effectively identified and filled. The childminder has successfully updated her professional qualification in childcare and maintained required training, such as paediatric first aid. In addition she regularly attends other training to support children, such as safeguarding and how to support children's learning and development in a variety of contexts. All of this

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provision

means that she is pro-active in learning more to promote children's all-round development effectively.

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provision

The childminder forms effective links with other early years provisions where children also attend to support children's all-round development. She demonstrates a good understanding 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 situations and as they occur.

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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 EY297785 Local authority North Yorkshire Inspection number 872981 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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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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