Childminder in North Yorkshire

Inspection date

Previous inspection date 12/06/2014 15/01/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 developed warm and trusting relationships with the children, which helps them to feel safe, secure and supports their emotional and physical well-being.  The childminder has established strong partnerships with parents, which very effectively contribute to meeting children's individual needs.  The childminder provides a safe and secure environment, in which children move around and explore freely.  The childminder assesses and monitors children's learning and development effectively to promote their good progress.  The childminder is pro-active in developing effective policies and procedures to support her good practice.

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It is not yet outstanding because

 Opportunities for children to engage in spontaneous mark making both indoors and outdoors are not fully available.  During lunch time, children are not provided with the opportunity to serve themselves.

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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 in the rooms used and the outdoor environment.

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Inspection activities

 The inspector discussed an activity undertaken during the inspection with the childminder.  The inspector spoke to the childminder at suitable times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment files and looked at planning documentation.  The inspector checked evidence of suitability and the qualifications of childminder.

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Inspection activities

 The inspector was unable to meet with parents on the day but took account of their views provided in letters.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She operates from her mother's home who works alongside her at the same premises. The home is situated in Northallerton, North Yorkshire. There are shops, schools and parks within walking distance. Operating hours are 7.30am to 5.30pm, each week day. The whole of the ground floor and the main bedroom of the home are used for childminding. Premises are accessed via the rear of the house and there is an enclosed rear garden for outdoor play. There are currently 25 children on roll, of whom 20 are in the early years age group. All children are cared for on a part-time basis. The childminder is a member of the Professional Association of Childcare and Early Years as well as the local childminding group.

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

 provide even more opportunities for children to make some choices and serve themselves with food and drink at lunch time

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

 provide appropriate equipment for children to freely engage in mark making both indoors and outdoors.

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who attend

Parents and children are welcomed into this warm and stimulating environment and children are very confident and comfortable in their surroundings. The childminder has a very good understanding of the learning and development requirements. She provides a range of challenging activities and experiences to meet each child's learning needs. The childminder completes very good observations and shares information with parents, so that they can work together to promote children's development effectively. Parents provide information about their children as soon as they begin to attend the childminder's setting. This means that the childminder can plan for individual children according to their starting points. The childminder regularly updates children's development files with photographs, examples of work, observations and records of achievement and significant progress. Parents are invited to share these files and comment on them at anytime. This

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who attend

ensures that everyone has a coordinated approach to children's learning and development. The childminder has a sound knowledge of the progress check for children between the ages of two and three years. She liaises with parents about their children's progress and this information is offered to health visitors as a contribution to their records. The childminder is very tuned into children's needs and stage of development. She joins in with children's games and praises their achievements, so that they want to try new skills. For example, during a hop scotch game, children are encouraged to 'have a go' and are praised highly for their attempts as well as their achievements. As a result, children remain happily engaged and develop a very positive attitude to learning. Children develop mathematical skills through meaningful situations, such as recognising numerals during the hop scotch game and counting out as they hop and jump along. The childminder

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who attend

makes the most of children's interests to introduce new words and concepts to them, stretching their vocabulary and stimulating their interest. Consequently, all children make good progress in their learning and development. The childminder communicates with children very effectively, encouraging them to extend their communication skills through engaging them in conversations about their activities and interests. Children can recall past events, talking about sports day they attended. She encourages children to listen, then allows them time to respond, demonstrating her interest in their conversation. As a result, children feel valued and respected, which builds upon their confidence. However, there is scope to enhance the opportunities for children to engage in mark making both indoors and outside by providing a range of appropriate equipment.

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who attend

The childminder promotes children's independence in most areas, for example, they are encouraged to care for themselves in the bathroom. She provides easily accessible resources for children, enabling them to do as much as they can for themselves and providing just enough support for them to achieve. The childminder has a range of resources that reflect a range of cultures and disabilities. She has developed an 'Around the World' book, which shows photographs of the children trying foods from around the world and activities they have taken part in, which recognises various cultural celebrations. This helps children to respect differences and explore their wider world. There is a very wide range of toys and activities, which are suitable for children of various ages and stages of development. Resources are rotated according to children's interests and needs.

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

Children are very happy, settled and confident in the childminder's setting. Parents are welcomed into the childminding environment and children can see the positive relationship between their parent and the childminder. This means that children are comfortable and have trust in their learning environment. This, in turn, means that children are confident and emotionally prepared for their learning journey. The childminder builds sensitive relationships with the children and they respond extremely well to her. As a result, children are confident to make their needs, likes and dislikes known. The childminder is a positive role model for children and has high expectations of them, encouraging good manners and thoughtful behaviour. Consequently, children behave well and understand expectations. Children develop high self-esteem because the childminder uses very positive language when talking about the children and their family. The childminder also

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

has very strong links with the local nursery and school. This helps her to provide good support to children, preparing them well for their move to another provider or school. Children who already attend another setting are well supported by the childminder who encourages and supports their learning, ensuring a coordinated approach to children's learning.

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

The environment is bright and very stimulating with a range of posters and children's work on the walls. This demonstrates the value placed on children's work building on their confidence. Children have good access to a wide range of resources, both indoors and outdoors. The proximity of the indoor and outdoor play areas means that children have free access to both areas. This enables them to freely explore and investigate the entire area. Physical activity is encouraged and children are taught about the importance of keeping fit and healthy. The childminder makes good use of local facilities to promote children's physical development. For example, when children visit the local park, they can climb, balance and run around freely.

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

The childminder demonstrates and encourages children to develop, good practices for a safe and healthy lifestyle, such as washing hands before eating and after going to the toilet. The childminder teaches children about healthy eating, for example, during lunch time and snack time, she chats to the children about foods, which are good for you and foods which should only be eaten as a treat. However, there is scope to extend children's independence further at lunch time, by enabling them to serve their own drinks and food. The environment is kept very clean and hygienic, for example, robust cleaning takes place after nappy changing. On walks, children are taught about road safety and know to remain on the path and to stay with the childminder, to ensure they remain safe. The childminder has good procedures to evacuate the premises in an emergency. She practises this with the children, so that they can understand about their own safety. Visual

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

risk assessments are carried out daily and there are more extensive risk assessments on file, demonstrating the childminder's acute awareness of danger, which ensures their safety at all times.

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provision

The childminder works very effectively with another childminder, who is her mother. They have a very strong working relationship and support each other in the organisation of the environment and the structure of the day. The childminder has a very good understanding of her responsibilities in meeting the requirements of the Early Years Foundation Stage. She takes the lead in the organisation of the setting's documentation. She maintains all required records to promote and protect children's welfare. The childminder implements her safeguarding and welfare policies effectively. She has a sound awareness of child protection issues and knows what to do in the event of a concern about a child. The childminder has attended a range of training courses, which supports her good practice and keeps up to date with her knowledge of the Early Years Foundation Stage. She also attends training in paediatric first aid, food hygiene and safeguarding, on a regular basis

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provision

to further ensure children's safety and well-being. This ensures children are as safe as possible in her care and demonstrates her commitment to providing a quality service to parents and their children. Children are further safeguarded as the setting is safe and secure and doors are locked at all times. Visitors can only access the home if allowed to enter by the childminder. All visitors must be signed in and out of the childminder's home when minded children are present. The childminder provides good supervision and carries out visual risk assessments on a daily basis. She has drafted more formal risk assessments, which are very extensive and well documented. They are carried out at least annually, to ensure a safe environment. The childminder has drafted a very comprehensive set of policies and procedures, which inform her good practice and covers all statutory requirements. All documentation is easily accessible and underpins the

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provision

The effective and successful partnerships with parents and other professionals enables the childminder to understand children's care and learning needs. The childminder provides parents with a range of written policies and procedures to read, so they understand her responsibilities as a childminder. She meets with parents daily and they are welcome to see their children's development file and make comments at anytime. The childminder has good links with other settings children attend. This provides opportunities for them to share verbal and written information on children's care, development and next stages of learning. As a result, children are well supported in their learning. The childminder has effective systems to monitor children's progress and seek any additional support if required, so they can reach their full potential. Children's development files are comprehensive and inform future planning to maximise their learning potential.

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provision

The childminder welcomes any comments regarding her provision from parents and the other professionals who work with the children. She also takes account of children's comments about her provision. This informs her of any changes she needs to make and ensures her ongoing evaluation of the setting. The childminder works well with her co- childminder and together they evaluate their setting on an ongoing basis to ensure their ongoing efficient and effective provision for children.

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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 EY312027 Local authority North Yorkshire Inspection number 820399 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 25

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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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