Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 31/03/2014 19/11/2013

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early years provision

This inspection: 3 Previous inspection: Requires Improvement 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 settled and happy in their environment and have positive relationships with the childminder.  The indoor learning environment is bright and welcoming and supports children's independent play.  Children are kept safe because the premises are secure and any potential hazards are minimised effectively.

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It is not yet good because

 The arrangements for the supervision of staff are not fully effective in monitoring their performance and providing mentoring and coaching where necessary.  Written parental permission for outings is not in place for all children.  The opportunities for children to observe words and numbers are not fully extended to the outdoor play area.

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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 had a tour of the premises and observed children in the downstairs rooms of the house.

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Inspection activities

 The inspector spoke with the childminder, her assistant and children at appropriate times during the inspection.

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Inspection activities

 The inspector looked at a selection of planning documents, policies and children's records.

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Inspection activities

 The inspector made observations of and discussed the outcome of an activity that involved children playing a matching game 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 and four children aged 11, nine, three years and 18 months in the village of Cottingham, in the East Riding of Yorkshire. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding purposes. A cat, two rabbits, a bearded dragon and fish are kept as pets. The childminder works with an assistant. She attends a toddler group, music group and activities at the local children's centre each week and visits the shops and park on a regular basis. She collects children from the local school. There are currently 12 children on roll, eight of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has

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Information about the setting

a recognised early years qualification at level 3.

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must:

 implement rigorous arrangements for the performance management of staff to assess the effectiveness of their teaching and care practices and provide coaching and mentoring where necessary, to ensure all children are well-supported at all times

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must:

 ensure written parental permission for outings is obtained for all children.

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

 increase the opportunities for children to see and use print and numbers in the outdoor environment, for example, by displaying signs, words in context and number lines and encourage children to use them in their play.

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who attend

The childminder has a sound understanding of supporting children's play and learning. She organises her home effectively to provide a positive learning environment. Children are able to choose freely from resources set out in the playroom and lounge because these are readily available at their level. For example, one child chooses to play with role play resources, while another selects a book to look at. This supports children to develop independence in their learning. Labelling is used indoors to show children words have meaning. For example, baskets containing toys have a picture and text to help children identify the contents. Numerals are displayed on a wall to help children recognise these and learn about ordering. However, these opportunities are not extended to the outdoor area, which means children are not fully supported in learning how words and numerals can be used in context in different environments.

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who attend

The childminder interacts successfully with children during activities that she initiates with them. For example, she uses a picture card game to teach children about the concept of matching pairs, to support their mathematical development. She explains about finding two picture cards that are the same and models this herself, so children understand what they are being asked to do. The childminder encourages children to develop their observational and memory skills by prompting them to think about where they have put the cards back down when they are not a match. At the end of the game she encourages them to use counting for a purpose, to work out how many cards they have and how many she has and discover who has the most. This supports children's mathematical development further as they learn about quantity and comparison. Consequently, they make steady progress towards the early learning goals in preparation for moving on to

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who attend

The childminder successfully uses books with children to support their development in communication, language and literacy. For example, as children look at simple picture books with her she asks them open-ended questions to make them think, such as 'what is that green thing?' She gives children time to reply and one child is confident to answer with 'cucumber'. This shows the child is making connections between pictures and words. The childminder shows children how to find the first page of the book and to turn the pages carefully and one at a time, so they learn how to use books correctly. The childminder encourages children to engage in conversation with her and sensitively supports them to say words correctly as they do so, which means they develop their vocabulary. The childminder keeps simple records of children's progress and these are available for parents to view as and when they want, which means they are suitably

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who attend

informed of their child's progress in the setting. The childminder asks parents to tell her about children's learning at home, which means she has a picture of their development in different environments. This helps her in planning future activities.

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

The childminder develops close relationships with the children in her care. She provides stability and security for them by discussing their individual needs with parents and carefully following their routines, such as those for sleeping. Consequently, children do not become over-tired and wake refreshed after their nap, which promotes their well-being. The childminder encourages children to behave well. For example, she makes sure they sit at the table to eat and supports very young children to develop skills in using a spoon to feed themselves. This means they develop their social skills. The childminder encourages children to do simple tasks for themselves, so they develop independence. For example, she gives them the opportunity to sprinkle cheese on their pasta at lunch time. She praises them when they do so successfully, which makes them feel good about themselves and this raises their self-esteem.

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

The childminder provides support and guidance to help children keep themselves safe. For example, she explains why they must stay out of the kitchen when she is cooking as the cooker is hot and poses a danger to them. The childminder provides a range of opportunities for children to engage with other adults and children outside her setting. For example, she takes them to activities at a local children's centre each week. This enables them to become confident in making friendships and working together as part of a much larger group, which helps prepare them for similar situations they will encounter when they move on to school.

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

The childminder makes sure children's good health is promoted. She provides support and guidance, so children learn about personal hygiene and develop independence in their self-care skills. For example, she gives younger children a wipe to clean their own hands before eating their lunch. Children benefit from fresh air and physical exercise each day. For example, they have free access to the garden where they can use a range of equipment, to develop their climbing and balancing skills and gain control of their bodies. These activities are complimented by visits to the park to join in with organised sports activities, such as using a parachute and playing ball games. This provides opportunities for children to coordinate their movements with those of others and to work as part of a team.

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provision

Following a recent visit by Ofsted, the childminder was issued with a notice to improve requiring her to improve documentation in terms of information about children, ensure adult-to-child ratios are met at all times, improve her knowledge about child protection and produce a safeguarding policy in line with the Local Safeguarding Children Board. The childminder took prompt action to address these concerns. She has attended a further training course in child protection and has amended her safeguarding policy as a result. The necessary information about children is in place and she ensures the required adult- to-child ratios are met when children are left in sole charge of her assistant. Therefore, children's safety and well-being is better protected.

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provision

The childminder ensures her home is a safe and secure environment for children to play and learn. For example, risk assessments are undertaken and any hazards minimised effectively. This means children can move about freely and safely. The childminder understands her responsibilities in terms of child protection issues and attendance, accident and medication records are maintained, to support the day-to-day operation of her service. However, the childminder had not obtained the required written parental permissions for outings for all children, which is a breach of the welfare requirements. The childminder has carried out an induction with her assistant to explain how the service operates. She has made sure her assistant has attended training in first aid and safeguarding, to equip her with basic skills for the role. However, the arrangements for the supervision and monitoring of the assistant's ongoing performance are not sufficiently

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provision

rigorous to assess the effectiveness of her practice. This means the childminder is not able to provide any necessary coaching and identify any further training needs, to ensure all children are well-supported at all times.

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provision

The childminder has an appropriate early years qualification at level 3 and regularly attends additional training courses to further her professional development. She has suitable arrangements to monitor children's progress and to check all areas of their learning are being supported. The childminder has addressed the recommendations for improvement raised at her last inspection. This has resulted in a more focused approach to evaluating her strengths and areas for future improvement and parents being more actively encouraged to share their children's learning at home. The organisation of the garden has also been improved, which means children now have ready access to the area and are able to use the available equipment easily and safely, to further support their physical development. The childminder has positive relationships with parents. She provides them with appropriate information about the service and daily discussion keeps

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provision

them informed about their child's day. Newsletters are issued to inform them of forthcoming events. The childminder has suitable links with providers of other early years settings children attend, which promotes some sharing of information about children's care between settings.

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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 EY311501 Local authority East Riding of Yorkshire Inspection number 958968 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 10 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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