Yates, Kathryn Jane Anne

Inspection date

Previous inspection date 04/04/2014 24/02/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are motivated and eager to learn as the childminder plans activities that are based around children's interests and next steps in learning.  The childminder demonstrates a suitable understanding of how to safeguard children. She is clear about how to respond should she be concerned about the welfare of a child in her care.  The childminder establishes effective partnerships with parents, and promotes children's individual care and learning needs well.

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It is not yet good because

 The childminder has not consistently maintained records containing the details of the children's attendance.  Partnership working with other early years providers is not yet fully embedded to consistently share information about children's learning to complement and support their future development.  Systems of self-evaluation to improve provision have recently lapsed and some areas of weakness have not been identified.

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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 activities and interaction between the childminder and the children during play.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at documents relating to the Early Years Foundation Stage provided by the childminder, including children's assessment records.  The inspector conducted a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is a registered assistant and two children aged six and eight years in a house in Denton area of Tameside. The whole of the ground floor, one bedroom and a playroom on the first floor and the rear garden are used for childminding. The family has two dogs as pets.

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Information about the setting

The childminder attends toddler groups and visits the shops and park on a regular basis. She collects children from the local schools. There are currently 12 children on roll, six of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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must:

 keep a daily record of the names of the children being cared for on the premises and their hours of attendance.

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

 strengthen existing partnerships with other early years providers to consistently share children's learning in order to complement and support their individual developmental needs

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

 extend self-evaluative practice so that it is rigorous and focuses on the weakest areas, so as to continuously analyse and self-challenge, to improve quality.

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who attend

The childminder has a suitable understanding of how children learn. Her appropriate teaching techniques support children in making adequate progress in their learning and development. For example, children want to role play driving a camper van. The childminder provides them with resources they need and they use the sofa and blankets to extend their ideas. The childminder observes the children while they play which gives her information about their interests and development stages. She uses the information she has gathered while playing with the children which supports them to move on in their learning.

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who attend

The childminder's appropriate interaction with children supports them in developing their language and communication skills. For example, she talks with them during the activities and encourages them to discuss their ideas. Children benefit from regular visits to social groups that enable them to develop confidence in new experiences. Children participate in an appropriate range of activities that promote their physical development. For example, they use large play equipment at the park which they visit on a regular basis. The childminder promotes children's mathematical awareness by encouraging them to sort the bricks into colours. She uses mathematical language like 'Your tower is tall' while children are building so it becomes a natural part of the children's play. Children are suitably prepared for the next steps in their learning, such as starting school as the childminder sits with the children to ensure they get plenty of support and encouragement with their

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who attend

Children's learning and development is discussed with parents initially to ensure that the childminder is clear about their starting points. Parents are regularly provided with details of their child's development and progress through daily discussions, which helps them to support their child's learning at home. The childminder generally talks to the teachers when she drops the children off and collects them from school. However, relationships are not yet strong enough to share individual children's learning and development stages, which means a consistent approach has not yet been established.

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

Children have built good relationships with the childminder. When they become tired they go to the childminder for a cuddle and are comforted in her care. Children demonstrate a good sense of belonging in the setting. They know where things belong and are confident to tell the childminder the activities they want to undertake. The childminder manages children's behaviour well because she praises the children building their confidence and self-esteem and listens to their ideas. For example, the childminder adds a brick to the tower the children have built and the children say the brick cannot go there. The childminder asks why not and the children explain it is the wrong colour so the childminder removes it.

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

Children visit the childminder with their parents gradually at the start to support their emotional well-being which helps the children to settle into the home effectively. The childminder meets the children's care needs through the use of a daily diary which allows regular exchange of information with the parents. The childminder supports children emotionally for the move to school because they visit the school each day with her so they are familiar with the surroundings. She talks with the children about what school will be like so they are able to understand what will happen when the time comes. The childminder has a range of resources in a playroom upstairs which children can independently choose from which supports their sustained interest in their play.

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

The childminder talks to the children about risks in the environment. For example, on the journey to school she explains about the risk of a nail sticking out of a fence which supports children's understanding of how to keep themselves safe. The childminder has considered appropriate safety measures. For example, while children are on the park they wear fluorescent coats with the childminder's phone number on so they are easily identifiable. However, the childminder has not kept regular daily records of the children she is caring for which compromises children's safety. The childminder supervises the children appropriately ensuring they can play in a safe environment. The childminder provides children with nutritious meals and they have daily access to fresh air which contributes towards a healthy lifestyle.

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provision

The childminder demonstrates a good understanding of the required adult to child ratio. She has two assistants who support her when she exceeds the number of children she is allowed to care for alone. The childminder was issued a notice to improve by Ofsted in September 2011 which asked her to keep a daily record of the names of the children looked after on the premises and their hours of attendance. Since this time the childminder has maintained registers detailing the hours children attend up until recently when this has lapsed. This is a breach of the requirements of the Early Years Register and the Childcare Register, which compromises children's safety. The childminder has a suitable awareness of safeguarding procedures. She is aware of the signs and symptoms of abuse and understands her responsibility of reporting any concerns. This means she can swiftly take action should the need arise. The childminder ensures her assistants are

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provision

vetted and known to Ofsted and undertakes the appropriate checks for family members living in the property. This contributes towards ensuring the adults in the presence of the children are suitable.

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provision

The childminder is building her knowledge and understanding of the learning and development requirements. Her knowledge of the individual children means she can monitor the progress they make and target activities in the weakest areas. Therefore, children make adequate progress in their learning. The childminder demonstrates a commitment to continuous improvement. However, recently she has focused less time on reflecting on the provision which means there are some weaknesses that have not yet been addressed. The childminder holds an early years qualification at level 3 which gives her some knowledge of how children learn and has attended safeguarding training to refresh her initial knowledge.

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provision

The childminder shows an acceptable understanding of the roles of other professionals. Consequently, she understands how to seek additional help for children should the need arise. The childminder understands the importance of working cooperatively with other settings that children attend. However, she has not yet put this knowledge into practice to ensure children's learning and development is continually supported through a consistent approach. The childminder involves the parents in the children's learning. For example, parents are invited to attend trips the childminder takes the children on. The childminder assesses the risk of each outing to minimise the potential hazards to children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep records of the following and retain them for a period of two years: a daily record of the names of the children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register)  keep records of the following and retain them for a period of two years: a daily record of the names of the children looked after on the premises and their hours of attendance (voluntary part of the Childcare Register).

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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 EY394232 Local authority Tameside Inspection number 961261 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 8 Number of children on roll 12

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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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