Haywood, Nicola

Inspection date

Previous inspection date 02/12/2013 08/07/2013

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder has not ensured that her assistant holds a current first aid certificate placing children at risk in the event of an accident or injury. This shows the childminder lacks a thorough understanding of the requirements of the Statutory framework for the Early Years Foundation Stage.  The childminder does not support children to understand about safety, manage their personal needs well or teach number and counting routinely. This limits how children learn to use these skills reliably as part of their everyday routines.  Activities are not systematically planned based on the individual needs of each child, meaning their learning is not personalised.  A rigorous self-evaluation system to inform priorities and set challenging targets for improvement is not in place.  When providing 'one off' childcare the childminder does not assess the management of her provision effectively enough to ensure that she meets the needs of all children.

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It has the following strengths

 Children experience play that includes them being active in their learning. They are provided with activities that take place in the community, helping them to develop their confidence in socialising with others in readiness for school.

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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 looked at the areas used for childminding.  The inspector spoke to the childminder and children present during the inspection.

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Inspection activities

 The inspector observed how the childminder interacted with children during a planned painting activity that took place during the inspection.

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Inspection activities

 The inspector looked at a sample of records including photographs, examples of work, written accounts used to assess children's learning and planning documents.

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Inspection activities

 The inspector looked at a range of documents, including a sample of policies and procedures.

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Information about the setting

The childminder was registered in 2005 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 12 years and 14 years. They live in the East Hull area of Kingston-upon- Hull, Yorkshire. The whole of the ground floor and the bathroom on the first floor is used for childminding. There is an enclosed back garden for children's outdoor play. The family has a dog as a family pet.

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Information about the setting

The childminder attends sessions with the children at local children's centres. She visits the shops, library and park on a regular basis. The childminder takes children to, and collects them from the local nurseries and schools. There are currently seven children on roll, of whom five are in the early years age group. Occasionally the childminder works with an assistant. Children attend for a variety of sessions. The childminder provides care Monday to Friday from 7.30am to 6pm, except for family holidays and bank holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 ensure that any assistant who may be in sole charge of children holds a current paediatric first aid qualification

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must:

 increase understanding of the Statutory framework for the Early Years Foundation Stage to ensure children learn, develop and are kept healthy and safe

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must:

 improve the area of health and self-care in the educational programme for children's physical development by: encouraging children to use the toilet and manage their own basic hygiene and personal needs successfully so they become more independent in self-care routines

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must:

 extend the programme for mathematics by: increasing the opportunities for children to use and understand counting words, number language and number problems as they play

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must:

 improve the planning of challenging and enjoyable learning experiences by ensuring the individual needs, interests and stage of development are taken into account of each child

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must:

 ensure that you meet the ratio requirements laid out in the Statutory framework for the Early Years Foundation Stage, and in particular that you do not operate with an exception to the usual ratios unless you are able to demonstrate that you can meet the individual needs of all children.

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

 adopt a more consistent approach to help children understand about keeping themselves and others safe.

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who attend

The quality of teaching is variable and does not adequately cover all seven areas of learning. This applies specifically to the learning areas for children's physical development and mathematics. Children's physical development is a prime area and provides a good base for their future learning. Mathematics is a specific area and provides children with opportunities to develop their skills in areas, such as counting, using numbers and problem solving. These are areas in which children learn, practise and refine a number of skills they will need for their future learning, such as when they transfer into school. The childminder does not consistently teach children about counting, include the use of number language during conversations or provide the opportunity for children to solve number problems spontaneously as part of the routine. This restricts how they learn to count reliably and use number and counting independently as part of their play and

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who attend

learning. Children between the ages of two to four years of age use a combination of the potty downstairs and the toilet upstairs as part of their toileting needs. The childminder provides hand wipes for children to use following their use of the potty and before they eat. However, the inconsistent use of the toilet, particularly for the confident, older and more able children who are in control of their bowel and bladder and capable of the management of their own basic hygiene needs, limits their ability to become fully independent in self-care routines.

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who attend

Children learn through play that includes access to a variety of first-hand learning experiences. For example, the childminder encourages them to be creative by exploring a varied range of techniques, involving painting, collage and baking. This helps them to be actively involved in their learning. The childminder provides children with a varied range of activities that take place at the childminding setting and in the community. For example, children regularly visit the local library, parks and children's centre. This helps them to become aware of the world in which they live and develops their confidence in meeting and socialising with others in readiness for school or other settings. The childminder monitors children's progress helping her make assessments of their stage of learning. This helps to prevent children getting left behind in their development. She observes children which helps her to understand the next steps to take to help them move forwards in their

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who attend

learning. However, she does not use this information, based on what she knows about the individual needs, interests and stage of development of each child to guide and shape her planning. This means learning for each child is not personalised.

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who attend

The childminder builds friendly relationships with children and they approach her easily to make their needs known. When she asks children 'who wants to paint?' they enthusiastically shout 'me, me, me'. This shows their excitement and willingness to take part in activities which helps to form the positive attitudes towards learning they will need at school. The childminder forms appropriate links with parents and keeps them involved. For example, she encourages parents to take home children's development files to read. This helps parents share and continue children's learning at home. The childminder finds out about each child when they start at her setting which helps her to meet their individual needs.

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

Generally, children respond well to the childminder. For example, when asked, they get involved in tidying up. She talks to them about some safety issues but does not always follow this through. For instance, she asks children not to jump on the furniture and reminds them about the consequences of their actions, such as falling off and being hurt. She does not extend this learning by explaining why she is also asking them not to touch the toys and decorations on the Christmas tree or about what will happen if they continue to move around excessively as they eat their biscuits while sitting on the sofa. This reduces how children develop a secure understanding of personal safety within the setting through thorough and consistent messages given about safety overall and the impact that it has on children keeping themselves, and others, safe.

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

The childminder arranges short introductory visits to her setting before children commence. This helps her to exchange information with their parents in order to be familiar with each child's routine and understand how to meet their individual needs. This includes children who do not attend regularly but are cared for as a 'one off' response to a family's childcare needs. On the day of the inspection, the childminder had agreed to offer emergency childcare to a family resulting in an increase to her normal numbers of children. The childminder did not successfully fully consider how she could confidently and effectively meet the individual needs of all of the children during this time, for instance, to fully support their emotional well-being.

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

Parents provide all meals for children supplemented by drinks and snacks, such as biscuits and fruit offered by the childminder. Regular walks, outdoor play and hands-on activities, such as growing fruit and vegetables, help children learn from being active outside. Routines that help children to learn about becoming independent and gain self-control of their toileting and personal hygiene arrangements are not strong. The combination between using a potty and the toilet is confusing for children and not fully effective in helping them become confident and independent in self-care routines. The childminder provides children with a welcoming, family environment. At the time of the inspection children were playing and being cared for in the family sitting room as opposed to the usual playroom at the rear of the property, the conservatory. This is because the childminder had carried out a risk assessment and considered the conservatory to be too

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

cold for children to play there. This shows that the childminder considers children's welfare and well-being. She provides a varied range of toys and equipment which are changed over during the day, especially when children show signs of becoming bored or their behaviour is deteriorating. This means children use a varied selection of the resources over time despite not always being able to have direct access to the equipment to make their own, independent choices. The childminder is helping children learn how to play more effectively together by providing resources for them to learn to share and take turns. For example, through getting invovled in group activities and helping each other with puzzles. This is complemented by the childminder taking children to different playgroups where they meet with other adults and play with children, helping to prepare them for when they attend other settings or school.

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provision

The childminder understands the appropriate action to take to keep children safe. She knows what she must do if she has any concerns about a child's welfare or well-being, including who to report any concerns to. The childminder has ensured that checks have been carried out on her assistant and other adult family members to ensure they are suitable to be in close contact with children. The childminder has a varied range of record- keeping routines and written policies and procedures established to support children's safety and the effective operation and management of her setting. She shares information with her assistant, such as the use of risk assessment procedures when caring for children away from the setting. On the day of the inspection the childminder had not displayed her certificate of registration. This is important for all parents to see.

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provision

Ofsted carried out an inspection after receiving concerns regarding the care of older children. In particular involving the use of the childminder's assistant on school journeys as part of the childminder's after school care arrangements. The inspection found that the childminder holds a valid first aid qualification but has failed to ensure that her assistant, who sometimes works alongside her and who has sole charge of children, including older children, also holds a current paediatric first aid qualification. This compromises children's safety, welfare and well-being. The childminder confirmed that she provides parents with verbal and written information about her childminding service. This includes her arrangements with regard to the use of her assistant, picking children up from school and taking them on outings. She asks parents to provide written details about their children during the registration system. On reflection, regarding the concern raised, the

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provision

childminder has learnt that it is crucial to ensure parents complete her registration documents as soon as children commence at the setting and not rely on sharing information verbally to avoid confusion and be sure that both parties are clear and agree regarding all childcare arrangements. This also applies to the childminder's use of her assistant when she takes children to and from school on her own and how they will be supervised to ensure thay are safe.

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provision

The childminder meets with other childminders to help her to keep informed and updated. She has links with schools and nurseries that children attend in parallel with her setting so she has some information that she can use towards helping to provide continuity of care and learning. Since the last inspection the childminder talks about how she has improved the use of print in the garden area to help support children's recognition of pictures and letters as part of developing their early reading skills. However, monitoring systems for children's learning overall are inadequate. This is because although she carries out observations and makes assessments of their progress, she does not use this information expertly enough to provide her with a clear picture about each child to ensure each one's learning is personalised. The childminder seeks parents' and children's views about the service she provides mainly through discussion. However, a rigorous and effective system

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provision

for self-evaluation to inform priorities and set challenging targets for improvement is not in place. The childminder has failed to ensure her assistant meets the requirement to hold a current first aid qualification and her supervision and monitoring of arrangements relating to the use of her assistant are not strong. The childminder has too little understanding of the Statutory framework for the Early Years Foundation Stage because a number of learning and development and safeguarding and welfare requirments are not met.

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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 EY313887 Local authority Kingston upon Hull Inspection number 945217 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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