Childminder in North Yorkshire

Inspection date

Previous inspection date 30/05/2014 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

 Children make good progress across the seven areas of learning. This is because the childminder uses information gathered from observations to carefully plan children's next steps in their learning.  The childminder provides a warm, caring environment for children. As a result, they are able to form secure attachments and develop social skills.  The childminder has effective relationships with parents and settling-in procedures are robust. Consequently, children are happy and behaviour is positive.  The childminder has a clear understanding of the safeguarding and welfare requirements. Therefore, children are kept safe and are protected from harm.

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It is not yet outstanding because

 The childminder does not gather information from parents in regard to children's learning and development to assess their starting points, to ensure that assessment is as sharply focused as possible.  There is scope to develop existing systems for monitoring practice, for example, by obtaining feedback from children, parents and external agencies.

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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 spoke to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector toured the premises used by children during the inspection and observed children's activities.  The inspector carried out a joint observation with the childminder.  The inspector took account of the views of parents by viewing letters from parents.

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Inspection activities

 The inspector looked at documents, including a selection of policies and children's assessment records, and checked evidence of the childminder's suitability.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged one and four years in a house in Thornton Dale near Pickering in North Yorkshire. The whole of the ground floor and the rear garden is used for childminding. The family has a cat and chickens as pets.The childminder attends a toddler group 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 is currently one child on roll who is in the early years age group and attends for a variety of sessions. The childminder supports children who speak English as an additional language. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 gather information from parents in relation to children's learning and development to further enhance planning from the onset of care

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

 enhance systems for monitoring practice and self-evaluation so they include views from parents and external agencies, in order to provide even better outcomes for children.

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who attend

Children make good progress across the seven areas of learning. The childminder is skilled at extending learning and experiences are stimulating. For example, older children are able to link letter sounds and begin to spell short words. They learn basic literacy and numeracy skills through the use of resources, which capture their interests. As a result, they learn the skills needed for school and are keen learners. Younger children and babies enjoy sensory experiences, such as wet sand trays and the childminder encourages them to make marks with their fingers and small world vehicles. The childminder has a secure understanding of how children learn through play and encourages them to move around the environment independently. Consequently, children are engaged in experiences for extended lengths of time because they choose where they want to learn. The childminder maximises learning opportunities in the outdoor environment by providing different areas

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who attend

for children to explore. For example, children are able to dig in the vegetable patch and learn about how food grows under ground. There are chickens, which older children collect eggs from and learn about new life. This supports their growing understanding of the world and encourages them to take care of animals.

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who attend

Planning is precise and focused on children's areas for development. The childminder uses baseline assessments to ascertain starting points. However, information in relation to children's home learning is not obtained from parents on entry to help planning to be as sharply focused as possible. Tracking sheets are used to accurately monitor children's progress and the childminder uses information gathered from her observations to include children's areas of interest in her planning. The childminder demonstrates capability to support children with special educational needs and/or disabilities and those with English as an additional language. For example, she supports a young child to learn key words in English and works closely with her parents to develop communication skills in two languages.

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who attend

Children's learning is shared with parents through daily diaries and learning journey records that contain photographs and observations which link to the Early Years Foundation Stage. This means parents are supported to extend children's learning at home. The childminder has effective relationships with schools and uses 'wow' moments to share information about children's learning. She complements learning taking place at school by regularly discussing current topics with teachers. Therefore, children benefit from continuity of learning across different provisions.

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

Children are happy and settled with the childminder. This is because settling-in procedures are robust and children benefit from 'warming up days' with their parents before they attend full sessions. The childminder collects information verbally, and by using an 'all about me' booklet, to ensure she is able to meet their care needs effectively. For example, a parent discusses her child's needs for the day in regard to teething, which the childminder records in her diary. Babies benefit from a quiet area where they can go for sleep or rest and the childminder plays classical music in the background for them to relax. The childminder ensures that children's care routines are enjoyable and do not disrupt their play. For example, she uses a soft book, which she reads to distract a baby while he has his nappy changed.

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

Children learn to be independent and confident because the childminder praises them for their efforts and ensures they are emotionally prepared for transitions. This means they persevere to learn new skills and will try new experiences with support. For example, the childminder uses a toddler group to encourage a shy young child to interact with others while she observes from a safe distance. The childminder encourages children to be healthy and recognises the need for physical exercise even when the weather is wet. For example, she plays music for children to dance to and older children choose snack from the 'healthy box'. Behaviour is managed positively and there are clear boundaries for children. The childminder uses a reward and warning system for older children, which is very effective and as a result, behaviour is very good.

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

The environment indoors and outdoors is secure for children. They have access to resources that are well kept and stimulating, which means they can explore safely. There is a wide range of musical instruments, arts and crafts for children to express themselves creatively and a variety of books to suit both older and younger children. The childminder has a shaded area outdoors for children to access during summer and they enjoy water play with equipment to fill, empty and pour. Children develop physical skills as they jump on the trampoline and use the large grassy area to run around.

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provision

The childminder demonstrates awareness of her role to protect children and keep them safe. For example, she is confident to report concerns about children's welfare and everyone in the household has a Disclosure and Barring Service check. The childminder conducts regular risk assessments and fire evacuation practise runs. This means children are kept safe and secure in her care.

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provision

The childminder effectively monitors children's learning and reflects upon this weekly. This means any gaps in their development can be identified and narrowed quickly. The childminder has good support links with the local authority and community, which she uses effectively to ensure children's needs are met. Effective relationships with schools provide continuity for children in regard to their learning, which contributes to their good progress. There is scope to further develop systems of self-evaluation in regard to further developing the good quality practice and provision, by obtaining regular feedback from families and external organisations to promote even better outcomes for children. The childminder has accessed relevant training to support her to develop the skills needed to work with children. For example, she has a valid paediatric first aid certificate and has completed safeguarding training.

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provision

Relationships with parents are positive and they leave letters of recommendation for the childminder. They describe the childminder as a 'caring, understanding and patient lady' and state 'being a first time mum I feel completely reassured that my daughter is in very capable hands'. This is reflective of the childminder's strong ethos around working together with parents and demonstrates parents feel able to discuss their needs with her.

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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 EY466886 Local authority North Yorkshire Inspection number 942686 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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