Childminder in North Yorkshire

Inspection date

Previous inspection date 27/05/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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's quality of teaching is good, she plans activities that enable children to achieve exceptionally well. Consequently, every child makes good progress in their learning and development from their starting points.  Partnership with parents and other providers are well established and make a strong contribution to meeting children's needs.  Children are supported very well in learning about personal safety. This means they adopt a responsible attitude and learn the best course of action to take if faced with potential risks.  The childminder is keen to develop her service. She acts on advice and attends training to enhance her knowledge and ability to protect children and help them reach their full potential. Her plans for improvement are well targeted to strengthen her practice further.

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It is not yet outstanding because

 There is scope to provide parents with even more information about their children's learning and developmental next steps to enable them to further support their learning at home.  There is scope to enhance outdoor learning opportunities and experiences, particularly in the childminder's garden, to extend children's choices 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 the childminder's interaction with the children and spoke to her throughout the course of the inspection.

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Inspection activities

 The inspector observed the snack and lunchtime arrangements, also completed a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's learning and development folders. She also looked at the planning, progress assessments and summaries.

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Inspection activities

 The inspector looked at documentation, including policies and procedures, that supports the safety of children, including evidence of the childminder's suitability and training certificates, risk assessments and her self-evaluation form.

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Inspection activities

 The inspector took into account the views of parents and children spoken to on the day of the inspection and through their written feedback.

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Information about the setting

The childminder was registered in 2013. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder lives with her partner and three children aged 19, six and two years in Jennyfields on the outskirts of Harrogate. The whole of the ground floor of the home is used for childminding. There is an enclosed garden available for outdoor play. The family has two dogs as pets. The childminder attends a toddler group run by the local children's centre. She visits the nearby shops and park on a regular basis. She is able to collect children from the local schools and pre-schools. The childminder operates all year round Monday to Friday 8am to 6pm with the exception of bank holidays and the childminder's holidays. There are currently three children on roll in the early years age group who attend for a variety of sessions. The childminder also offers care for children aged between five and

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Information about the setting

eight years old. She is a member of the Professional Association for Childcare and Early Years and receives support from the local authority.

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

 build upon the existing information available to parents to help them continue their children's good learning and development at home

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

 extend further the use of the garden to support children's choices to initiate their own play in and out of doors.

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who attend

The childminder has a good understanding of how to support children's learning. She spends meaningful time getting to know children well when they start. This enables the childminder to plan stimulating age and stage appropriate activities for each child, taking into account their interests and next steps of learning. The quality of her teaching is good. For example, from the story about a beanstalk she inspires children to plant beans. This well-planned activity provides a wealth of learning opportunities. For example, children learn about growth and change, as they talk about what could happen and how plants grow. This helps them to think about differences and similarities in the environment. The childminder promotes children's mathematical skills by encouraging them to count and consider the size of the beans as they plant them. As a result, children's thinking and understanding is supported effectively in order to help them link their experiences. The

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who attend

childminder makes regular observations of children's learning and makes sure their individual learning needs are met by completing detailed planning. She completes accurate initial observations of the children from when they start and includes parent's initial observations. The childminder assesses children thoroughly, monitoring their progress across all seven areas of learning efficiently using various assessment sheets. Consequently, children make very good progress towards the early learning goals and as a result, they are well prepared for school when the time comes.

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who attend

Children's communication and early writing skills are encouraged extremely well. The childminder skilfully asks open-ended questions to encourage children to think about what is happening during activities. Children listen and follow instructions well and respond to what they hear with appropriate answers. For example, a frog hopping game is supported by the childminder demonstrating the skills needed. This arouses and excites the children to comment on how they are doing. Children listen to stories and are motivated to use props to recreate the storyline. This stimulates their imagination as they organise and arrange scenarios. Older children are keen to explain events and describe their experiences. This means children express themselves effectively and confidently. Older children are supported and encouraged to write their name. The childminder sounds out relevant letters to help them further. Children enthusiastically look for their own and each

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who attend

other's initials using magnetic letters. This actively promotes children's phonic awareness. Younger children are motivated to make their own marks supporting their hand to eye coordination. As a result, children's exploratory play and their creativity is stimulated and extended effectively.

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who attend

The childminder is fully committed to working in partnership with parents to ensure continuity of care and learning is achieved for children. Children settle well with the childminder, as a result, of regular pre-visits and settling in visits. Parents share what they know about their children on all about me sheets and view their children's folders regularly. However, there is scope for the childminder to provide parents with even more information about their children's learning and developmental next steps to enable parents to further support their children's good learning at home.

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

The childminder has an excellent relationship with the children in her care and talks consistently to them. They enter her home happily; engaging in their play immediately. Her positive interactions and frequent use of praise reinforce children's feelings of self- worth and confidence. This means that they are forming secure emotional attachments. The childminder's home is well organised and enables children to move and explore the home safely and freely. Parents wishes are actively followed in order to meet children's individual needs, such as, following sleep routines. Children are clearly comfortable in the childminder's home, they approach her confidently to ask for help. Children talk confidently and enthusiastically with others and visitors throughout their play and learning. They actively discuss what they like to do and outings they have had. Children's behaviour is good. They learn from a young age the boundaries that are in place to protect them

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

without restricting their independence. There are simple house rules in place and these are reinforced with gentle reminders when required. Consequently, children share without prompting and turn taking is actively encouraged. Children show they feel safe and secure with the childminder and they listen to her simple instructions. For example, they 'sprinkle' water onto the beans they have planted and feel the cotton wool to judge if it is wet. As a result, children develop very good cooperative skills and confidence in their own abilities and show well-established relationships and friendships.

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

The childminder uses a wide range of experiences to support children to develop an understanding of how to keep themselves safe. For example, road safety is discussed and talked about on visits into the local community which reinforces children's understanding of safety issues. Therefore, children assess the potential risks around them and learn about personal safety. The childminder has a good knowledge and understanding of good hygiene practice and healthy eating. Children learn from an early age the importance of hand washing and healthy snacks. For example, they choose their fruit and chop it up for snack time. As a result, children develop a positive attitude and understanding of healthy eating and managing their personal care. The childminder encourages regular outings to the local school and parks. Children discuss how they use scooters well keeping to safe paths. This supports their understanding of the importance of physical exercise and how

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

to negotiate spaces. The childminder has good ideas to develop the garden to include a vegetable patch to increase children's understanding of the food chain and the benefits of eating healthy produce they can grow and harvest themselves. The childminder empowers children to make choices in activities and daily routines. This enables them to make preferences and give their opinion and develop independence. However, there is scope to maximise the use of the garden to give children greater choice of where to play.

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

Children are effectively prepared for their transition to school. This is because the childminder has good relationships with the local school and nursery. She regularly shares information with the nursery teachers about children's learning and development. She attends local toddler groups to support younger children's interests and needs and provide them with time to collaborate with their peers. This also helps to build children's confidence by attending other establishments, helping them prepare for future moves to other settings or school.

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provision

The childminder has a very good understanding of safeguarding children and child protection issues. She is confident in recognising the possible signs of abuse and knows the procedure to follow, should she have any concerns about a child's welfare. All required household members are checked and the childminder records all visitors to her home. The childminder has established effective policies and procedures to support the safe and efficient management of her home. These are shared with parents, providing them with an insight into the childminder's role and responsibilities. She completes detailed risk assessments of the home, pets, garden and outings, which ensure that children are kept safe. This means that all the required documentation is in place and well maintained and that effective procedures protect children. The childminder observes, assesses and monitors children's individual progress from their starting points. She completes planning

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provision

and assessment sheets to ensure all children make consistently good progress in their learning. Consequently, she is able to identify quickly if any gaps are emerging.

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provision

The childminder pays good attention to monitoring the quality of the service. She evaluates the children's experiences, learning and care by seeking the views of parents and children. The childminder has completed a thorough evaluation of her provision and has realistic targets in place. She has focused on developing the outdoor area further for children. As a result, an area of wooden decking and fencing has been installed, which means children can play out in all weathers safely. The childminder sources numerous training courses to continually update her practice to aid children's progress in their play and learning in all areas. She has enrolled on a level 3 childcare course to enable her to develop her knowledge and understanding even further. This shows the childminder's enthusiasm and drive to continually learn and develop professionally.

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provision

The childminder has established good relationships and communication with parents. They receive copies of all her policies on a disc, which ensure they know how the service operates. Information is effectively shared on an ongoing basis through discussion and a notice board. Parents' comments about the service are extremely positive. For example, they find the childminder very approachable and they particularly appreciate the nutritious meals and the visits and outings she provides. The childminder has established links with many local facilities, such as, the children's centre, nursery and the school. She has established a good two-way flow of information to support children's learning. This ensures the continuity of care and effectively supports their development. She is fully aware of gaining professional help and intervention for children and their families should they need it.

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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 EY465939 Local authority North Yorkshire Inspection number 946313 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection not applicable

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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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