Haywood, Nicola

Inspection date

Previous inspection date 28/05/2014 02/12/2013

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early years provision

This inspection: 2 Previous inspection: 4 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 has robust safeguarding policies and procedures to ensure that children are kept healthy and safe in the setting and on outings in the local community.  Children make good progress in their learning and development because the childminder identifies their starting points swiftly, in partnership with parents. She uses this information to teach children and extend each child's learning effectively.  The childminder has a strong commitment to continuously improve through reflecting critically on her practice. She attends training and works in effective partnerships with other professionals to continue her professional development.  Parents know about their children's progress and are actively involved in building a picture of their children's learning and development.

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It is not yet outstanding because

 On occasions, children's language skills are not extended through the use of open- ended questions.

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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 and her assistant interacting with children.

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Inspection activities

 The inspector looked at a range of policies and procedures, including paediatric first aid certificates, that are in place to keep children safe and healthy.

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Inspection activities

 The inspector looked at looked at a range of evidence to show children's progress from their starting points, including observations, assessments and planning.

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Inspection activities

 The inspector looked at evidence of parent's involvement in their children's learning and development.

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Inspection activities

 The inspector looked at the childminder's self-evaluation of her practice and improvement plan.

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Information about the setting

The childminder was registered in 2005 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 and 15 years in the eastern area of Kingston-upon-Hull, Yorkshire. The whole of the ground floor of the home, the bathroom on the first floor and the enclosed back garden are used for childminding purposes. A dog is kept as a family pet. The childminder attends activities at the local children's centres and visits the shops, library and park on a regular basis with children. She 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. They attend for a variety of sessions. Occasionally, the childminder works with an assistant. The childminder operates Monday to Friday, from 7.30am to 6pm, except for family holidays and bank holidays. She is a member of the Professional

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Information about the setting

Association for Childcare and Early Years.

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

 provide even more opportunities to extend children's language skills, for example, by using more open-ended questions during children's play.

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who attend

The childminder provides an organised and stimulating learning environment, both inside and in the garden. Children are encouraged to be active learners as they access resources and engage in interesting child-initiated and adult-led activities. There is a strong emphasis on child-initiated play to develop children's imagination and independence. Children are confident to ask questions while they are playing. For example, a child plays with a toy fire extinguisher and asks the childminder's assistant what it is. The assistant tells the child it is a fire extinguisher and demonstrates how it is used to put out fires. The child shows a great deal of interest and uses the extinguisher to 'put out a fire' on the childminder's dog. The childminder gathers comprehensive information from parents when children first join the setting, so that she is familiar with children's capabilities, interests and home routines. She uses this information, alongside her own observations, to

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who attend

complete children's starting points and to feed into the effective observation and planning processes. This enables her to plan challenging experiences for children to help them make good progress and to follow their interests. The childminder inputs information about children's progress into a commercial software programme that allows parents to access information about their child, via a secure log in, at any time.

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who attend

The childminder monitors children's progress and accurately identifies when they need additional support, closing any gaps in their learning and development. She uses puppets and other resources to enhance the stories that she shares with children. Children get actively involved with the stories and this promotes their enjoyment of an increasing range of books. The childminder effectively links stories to real life, for example, a favourite story about a caterpillar. She has caterpillars in the setting so children can observe, at first hand, the life cycle that is described in the story. Children enjoy planned mathematical activities, for example, making cakes and counting them to find out if there are enough for everyone. The childminder asks questions to find out what children understand. Children are encouraged to talk about the activities as they play. This promotes the development of their language skills. However, there is scope to extend children's language skills further

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who attend

through using more open-ended questions.

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who attend

The childminder seeks parent's views on what they want their children to learn and these are incorporated into the planning. She encourages parents to contribute their observations into the software programme, promoting strong partnerships between the home and setting. She asks children for their views on what activities and outings they want to ensure that children enjoy their time in the setting. This strongly supports children's self-esteem and confidence. They are well supported to be ready for their next stage of learning, including school.

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

Children are happy and secure in the setting because the childminder has a robust key- person system that effectively supports their emotional well-being. Children benefit from warm and secure attachments. The environment is welcoming and there are a broad range of resources to motivate children, inside and in the garden. Children behave well and this is reinforced through the childminder and her assistant being good role models. They give consistent messages about behaviour so children understand what is acceptable. Children are encouraged to take turns and share resources. This promotes children's social development and friendly behaviour when playing together.

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

Children are encouraged to become independent with their health and self-care skills. The childminder provides attractive, named bags for every child, containing a flannel and toothbrush to support their self-care skills. Children experience outdoor play throughout the day in the large, stimulating garden. They use a range of resources and equipment, which promote their physical development. The childminder regularly takes children to a local park where they enjoy further challenges of a range of equipment and resources. They make choices about where they want to play and learn to identify possible risks. The childminder teaches children about road safety so they know about these risks. She supervises children vigilantly and this is enhanced by all children wearing high visibility tabards on outings. Children are provided with healthy choices at snack time, which encourages them to make healthy lifestyle choices.

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

The childminder provides a stimulating environment, inside and in the garden. The resources are organised so that children can access them independently. This encourages children to explore and try new activities. The childminder has established routines that enable children to feel secure. Prior to children starting in the setting they have short visits with their parents, so they get to know the childminder and the new environment. This strongly promotes their emotional well-being. She supports children who are moving on to school effectively through strong partnership working. She speaks to the teachers to find out their expectations and shares this information with children, so they are ready for the next stage of their learning.

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provision

Following the last inspection, a monitoring visit was made by Ofsted on 19 May 2014. We found that the childminder has completed a comprehensive action plan, identifying how to address the actions from the last inspection. On this inspection we found that the childminder has effectively implemented all the actions from the last inspection. The childminder fully understands the safeguarding requirements that keep children healthy and safe. She has a comprehensive range of policies and procedures that are shared with parents. This means that parents are confident that their children are kept healthy and safe, both in the setting and on outings in the local area. There are robust risk assessments in place and these are regularly reviewed to ensure that children can play and explore in safety. The childminder and her assistant both have undertaken recent paediatric first aid training to ensure they are able to deal effectively with any accidents.

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provision

They both understand their responsibilities and the steps to take in the event of any concerns about children. Consequently, children are safeguarded well.

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provision

The childminder and her assistant complete regular observations and assessments for each child, which inform the planned activities and experiences. The childminder has a good understanding of the next steps in learning for each child and this means that children make good progress in their learning and development. The childminder effectively monitors children's progress using a commercial software programme. She quickly identifies if any children need extra support in an area of learning and plans timely interventions. This means that any gaps in children's learning and development are closing. Parents can access their children's diaries and assessments at any time so they know the progress being made. The childminder completes the statutory progress check for children between the ages of two and three years, so that parents know their child's strengths and if some additional support might be needed.

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provision

There is a strong commitment by the childminder towards continuous improvement. Parents and children's views are valued and included in the self-evaluation and this further enhances the childminder's practice. The childminder reflects critically on her practice and has effectively identified her priorities for improvement. She attends training events, for example, teaching letters and sounds, to continue her professional development. The childminder has a very good partnership with the local authority, who provide support and guidance. The childminder plans activities with other local childminders at a community centre. This gives further opportunities for her to reflect upon her practice and continue to meet the needs of all children well so they are ready for their next steps in 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 EY313887 Local authority Kingston upon Hull Inspection number 972387 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 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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