Home Childcarer in North Yorkshire

Inspection date

Previous inspection date 20/02/2014 30/04/2013

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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

 Teaching is good because the childminder has a clear understanding of how to promote children's learning and provides a wide range of activities to help them build upon their skills. Consequently they make rapid progress across all areas of learning.  Effective partnership working with parents and others results in the constant exchange of information, supporting the promotion of children's individual care and learning.  The childminder provides a very safe environment as she takes effective action to ensure the safety of the premises and outside and has a very good understanding of safeguarding procedures.  Children are very happy and settled in this very homely and welcoming environment. They have very good attachments to the childminder who is very caring and attentive to their needs. This enables children to explore the surroundings with confidence as their emotional well-being is very well- supported.

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It is not yet outstanding because

 There is room to provide greater opportunities for children to explore their feelings and emotions.

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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 a range of documentation including evidence of the childminder qualifications, suitability of household members, a selection of policies and children's learning records.  The inspector toured the areas of the home used for childminding.  The inspector completed a joint observation with the childminder.

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Inspection activities

 The inspector observed children playing and talked to the childminder and children throughout the inspection.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 21, 18 and 12 years in a house on the outskirts of Knaresborough, North Yorkshire. The whole of the ground floor and the rear garden are used for childminding. The family has a dog as a pet.

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Information about the setting

The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently nine children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Tuesday to Friday, except bank holidays and family holidays. The childminder supports children with special needs and/ or disabilities. 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:

 extend children's understanding of feelings and emotions, for example, through the effective use of photographs and pictures.

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who attend

Children are extremely happy and content. They display high levels of confidence as they make themselves at home in the warm and welcoming environment. They enjoy the freedom of selecting their favourite toys and resources from the designated playroom and confidently communicate with the childminder and each other as they play. The childminder demonstrates good teaching skills and a clear understanding of how children learn. She engages children with activities that are linked to their emerging needs and interests, providing opportunities that stimulate and interest them. Consequently, all children are making swift progress towards the early learning goals. Children show a keen interest in books, so the childminder encourages daily story time. The children choose their favourite book about the animals going beyond the moon. They sit relaxed with the childminder and help to recite the story, showing their friends the different animals.

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who attend

Through this activity the childminder extends children's thinking skills asking good leading questions linked to the story. For example, she asks 'What animals climb trees?' and children are quick to reply saying 'cats'. They then discuss other animals that climb and those that cannot. This activity develops children's literacy skills as well as their communication skills as they openly chat with their friends and childminder. Children are encouraged by the childminder to develop their self-select skills through deciding what they want to play with. Children ask to play in the dried rice and together with the childminder, turn it into a counting game. They all hide the numbers in the bowl of rice and as they take turns to find the numbers shout out what number they have found. Even younger children are able to recognise numbers up to eight and together they place the numbers in numerical order. This promotes children's understanding of counting and

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who attend

recognition of numeracy. Mostly, children play well together in the home with good direction from the childminder. However, there is scope to further develop the way children learn about their feelings through the effective use of pictures and books that depict different emotions.

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who attend

The childminder observes children as they play and has a good understanding of each child's individual level of attainment. She also reviews children's progress regularly, through the aide of trackers and accurate assessments. Children's learning records are supported with good photographic evidence, their starting points and next steps clearly identified. The childminder's assessments are accurate and provide a clear picture of children's progress in all areas of learning. She has a good understanding of completing the progress check at age two. These are based around the three prime areas and involve contributions from parents and other professionals linked with the children. This ensures good continuity of care and working in partnership with parents and others in a positive way.

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who attend

The childminder ensures that parents are fully involved in their child's learning records. They contribute to the initial assessment with information about what their children can do and are regularly invited to share their own observations of what their children have achieved. There is a very strong partnership approach to helping children develop, with the childminder providing resources for parents to use at home. For example, children take home story sacks of their favourite book. Positive links with other provisions that children attend have also been forged. The childminder also works successfully with reception class teachers at the local school and staff at preschools. Weekly visits to toddler groups provide young children with the opportunity to mix with others and develop good interpersonal skills. They develop their listening skills and gain confidence in speaking out as they take part in group activities. These opportunities help them develop key skills for

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

Settling-in sessions, individual to the needs of each child, help to make the transition from home to the childminder's care a smooth and easy procedure. The childminder obtains useful information about the children. For example, initial details about care routines and likes and dislikes are shared through completion of 'All about me' documents. This means that children's needs are well-met from the start of them being in her care. This helps children to settle quickly and happily into her home and results in them developing a strong bond with her. Because of this, they are confident to explore her home and seek emotional support from her when they need this. The childminder has a calm, caring and patient manner and she gives children her individual attention, which helps to ensure that each child feels valued. Children move freely around the childminder's home and enjoy playing with the very good selection of resources available, which promotes their

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

confidence and independence. Children's independence is further promoted through the childminder ensuring they have very good opportunities to serve themselves at snack time. The childminder is a good role model, treating them with kindness, politeness and respect. She rewards them with lots of positive praise and stickers they proudly display on their clothes. This promotes children's self-esteem. The childminder provides opportunities for the children to meet up with larger groups of children to further develop their social skills and in readiness for going to school and other childcare provisions. She ensures that the children are aware of her expectations regarding their behaviour in her home. For example, she has basic house rules, such as being kind to each other and sharing, helping to look after and tidy the toys and not to jump on the furniture. This supports children to respect one another and understand appropriate boundaries. Consequently, children are

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

well-behaved and develop good social skills.

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

Healthy lifestyles are promoted as the childminder encourages children to eat a healthy diet and try different foods. Meals and snacks are freshly prepared and include a variety of fruits and vegetables. Children freely access drinks of water and milk throughout the day in their own cups. They develop a good range of physical skills as they enjoy regular opportunities for fresh air and exercise. They use their whole bodies negotiating pedalled toys around the garden and jump up and down on the large trampoline. Children also enjoy walks in the local community to parks and going on nature trails.

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

The childminder is vigilant about children's safety and she supervises them well at all times. Children gain a good understanding of how to keep themselves safe, for example, when the childminder explains why they do not climb on the settee as they could fall. They practise regular fire drills to ensure they know what to do in an emergency. The childminder enables children to take safe risks under her close supervision, such as when using larger equipment at the local park and when learning how to cross the road during outings. Systems are in place for parents to share information with the childminder about any health or dietary issues the children may have. There are thorough records in place for accidents and any medication administered.

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provision

The childminder has a very good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She frequently accesses safeguarding training, which means she has a secure understanding of child protection issues. She is fully aware of the possible signs of abuse, neglect and her responsibilities in monitoring and reporting concerns to appropriate agencies. This contributes to her safeguarding and protecting children from harm. In addition, all adults living on the premises complete relevant suitability checks to ensure they are suitable to have contact with children. This contributes to keeping children safe. The childminder provides a safe and clean learning environment for children to play. She manages this successfully because she supervises children's play, completes thorough risk assessments, carries out daily safety checks and adheres to ratios at all times. Therefore,

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provision

she puts in place good safety precautions to minimise the risk of accidents. The childminder maintains and implements a wide range of policies and procedures. These contribute to her having a good understanding of her responsibilities in promoting and safeguarding children's welfare. For example, her policies clearly outline how she handles concerns, deals with accidents and illness.

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provision

The childminder's commitment to improving her service and provision for children is good. Through seeking support from her local authority, self-evaluation and quality improvement plans, she has a good understanding of her strengths and areas to improve. The childminder effectively monitors children's progress and her planning to ensure she provides a good range of activities across all areas of learning. She makes excellent use of on-going training to improve her personal effectiveness. For example, she is in the process of completing a degree in childcare. This means she has a good understanding of how young children learn and develop. Her positive approach to keeping up to date through training contributes to promoting her professional development. The childminder has addressed all of the recommendations raised at the last inspection. This supports improving the provision for children because the childminder is continually developing her

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provision

The childminder has very good relationships with parents. Through sharing children's learning records and daily feedback, she keeps them informed about their child's day and progress. In addition, through her policy file, she ensures parents are aware of the service provided for children. This information sharing contributes to promoting continuity in children's care. Parents also return newsletters and questionnaires through electronic mail and through letters left with the childminder expressing how happy they are with the care, learning and especially their children's safety whilst they are in her care. The childminder has a very good understanding of working with other settings involved in children's learning, such as school and other childcare settings. In addition, she knows how important it is to work in partnership with other professionals or external agencies. Therefore, all measures are in place for seeking intervention or for supporting children

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provision

who may need additional help in their learning.

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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 EY413611 Local authority North Yorkshire Inspection number 952928 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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