Childminder in North Yorkshire

Inspection date

Previous inspection date 16/07/2014 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 has good teaching skills and provides a wide range of activities, including visits and outings, which interest and challenge children. This means they become motivated learners.  The childminder forms secure attachments with children, which effectively promotes their emotional well-being. As a result, they are happy and settled in her care and confidently explore their environment.  The childminder has a good understanding of her role in protecting children. She makes sure they are well-supervised at all times and as a result, children are kept safe and free from harm.  The childminder establishes and maintains good relationships with parents and carers because information is shared effectively on a daily basis. This supports good continuity of care and learning for children.

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It is not yet outstanding because

 Children do not always have access to a wide range of natural and sensory objects, to fully enrich their sense of exploration.  The childminder does not fully embrace opportunities for children to observe words in the outdoor 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 and the garden.

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Inspection activities

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

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Inspection activities

 The inspector looked at a selection of children's records and policies and verified suitability checks have been completed.

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Inspection activities

 The inspector made observations of the childminder's interaction with children and discussed the activities and the quality of teaching and learning with her.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her daughter aged 11 years in Harrogate in North Yorkshire. The whole of the ground floor of the home, the bathroom and a bedroom on the first floor and the rear garden are used for childminding purposes. A cat, a rabbit and two dogs are kept as pets. The childminder regularly attends activities at the local childminder and toddler groups and visits the shops and park on a regular basis with children. She takes children to and collects them from the local school and nursery. There are currently three children on roll, all of whom are in the early years age group. They attend for a variety of sessions. The childminder operates Monday to Friday all year round from 7.30am to 5.30pm, except for family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance the opportunities for children to explore natural resources, to further enrich their sense of exploration and enable them to make discoveries, for example, through the use of treasure baskets

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

 extend the opportunities for children to observe and use words to the outdoor area, for example, by displaying signs and labels in context, to enrich children's developing literacy skills even further

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who attend

The quality of teaching is good because the childminder has a good understanding of how children learn and develop through play. In conjunction with parents, she clearly identifies the starting points in children's learning on entry to the setting and supports their ongoing progress very successfully. Activities are varied and planned to meet children's individual needs and interests, which means they are motivated to take part. Consequently, children are beginning to acquire the necessary skills they need to be ready for school or the next stage in their learning when the time comes. For example, the childminder knows one child enjoys cleaning items. To support this interest she sets up an activity to clean a toy cooker. As a result, the child has opportunities to develop his small muscles as he squeezes water from a sponge and makes sweeping movements as he cleans the surface. The child learns about cause and effect as he removes the dirt with the sponge. The

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who attend

childminder provides sensitive support to help the child work out how he can reach the top of the cooker. After some discussion, the child decides that he needs to stand on a stool. This shows children are supported to become creative and critical thinkers who can solve problems.

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who attend

The childminder pays good attention to promoting children's development in communication and language. For example, she keeps up a constant dialogue as children play, which means they become immersed in the spoken word. The childminder responds to babies with enthusiasm as they babble. For example, she responds to one with, 'Yes, you are playing in the water'. This successfully helps very young children to begin to understand about conversation. Consequently, children become confident communicators. The childminder successfully meets the different learning needs of children during activities. For example, as an older child cleans a toy cooker, she provides a tray of soapy water for a younger child to explore. The child giggles with delight as he happily splashes in the water. He repeats the action several times, showing he is making connections in his learning. Children use a good range of toys that successfully support all areas of learning.

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who attend

These are easily accessible, allowing children to make choices in their play and explore independently. For example, a very young child uses a variety of musical instruments to make sounds. However, children have fewer opportunities to experience and explore a wide range of natural resources, to further excite and encourage their interest in sensory play. The childminder makes good use of labelling and displays indoors, to show children words have meaning. However, these opportunities are not extended to the outdoor area, to further show children how words can be used in context in a different environment.

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who attend

Children respond well to the childminder's enthusiastic approach, and as a result, they want her to be involved in their play, which further supports their learning. For example, as one child pretends to make meals he assumes the role of the adult and tells the childminder, 'You can be a little girl'. The childminder delights in assuming this role and shows the child she is taking this seriously. For example, she acts out eating the pretend beans on toast he has made for her. This clearly shows children that their ideas are fully acknowledge and embraced by the childminder, which gives them confidence to shape their own learning. The childminder works well in partnership with parents to promote children's learning. They contribute to the initial assessment of children's starting points on entry and are kept well informed about their children's ongoing progress, through discussion and sharing of learning records. Parents are actively encouraged to keep the

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who attend

childminder informed of their children's achievements at home, so she can plan precisely for the next steps in their learning. This shared approach demonstrates a continuity of learning between the home and the setting and contributes to the good progress children make.

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

Children form secure emotional attachments with the childminder because she has a patient and caring approach and is sensitive to their individual needs. She gets to know children well before they move into her care through discussion with parents, asking them to complete an 'all about me form for their child and settling-in sessions. As a result, children's move between home and the setting is supported well to ensure they feel happy and confident in being away from their parents. The childminder encourages children to behave well, because she provides secure boundaries, so they know what is expected of them, such as sitting at the table to eat. She encourages children to be respectful and to be aware of the needs of others. As a result, children play well together and learn to negotiate. For example, two older children happily and independently act out being in a shop as the childminder settles a younger child for his nap. They confidently negotiate

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

who will assume the role of customer and shopkeeper.

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

The childminder utilises the local attractions well. This broadens children's learning and successfully helps them to socialise with other children and adults away from the childminder's home. In turn, this helps to prepare children emotionally for their next stage in learning. For example, the childminder takes children to a toddler group and childminder group each week and on outings to museums, an annual agricultural show and an aquarium, to name but a few. The childminder gives good attention to promoting children's understanding of personal safety, which further supports their emotional well- being and enables them to take measured risks. For example, as a child stands on a stool to reach the top of a toy cooker he is cleaning, the childminder reminds him to stand still while using this, so he does not fall off.

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

The childminder pays good attention to promoting children's health and providing activities to develop their physical skills. For example, they have opportunities to run around in the garden and develop their coordination as they use equipment, such as a climbing frame and wheeled toys. The childminder supports children to gain an understanding of the importance a healthy diet plays in keeping them healthy. For example, she talks to children about why fruit and vegetables are good for them. To further reinforce this and children's understanding of food sourcing, she takes them to a local allotment to chat to the plot holders about the different items they are growing. The childminder also takes children to buy strawberry plants and to plant and nurture these in the garden, so they can eat the produce when it is ready. The childminder gives good attention to helping children develop an understanding of personal hygiene. For example, she promptly

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

changes the nappies of babies, to keep them comfortable. Older children become confident in going up to the bathroom on their own, because they know the childminder is within calling distance, should they need her help.

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provision

The childminder has a good understanding of the welfare requirements of the Early Years Foundation Stage. She attends training in child protection and has a clear understanding of her responsibilities in this area. As a result, she is confident with identifying the possible signs and symptoms of abuse and the action to take to manage any concerns about a child's welfare. Clear policies and procedures are in place, which underpin the efficient management of the childminder's service. Children's safety is given high priority. Thorough risk assessment are carried out and effective action taken to minimise any hazardous to children's safety. The childminder carries out daily checks on her home, to ensure all safety measures continue to be in place. The childminder is vigilant in ensuring children are well-supervised at all times. This includes ensuring children wear a high visibility tabard on outings, so they can be seen easily. As a result, children are kept safe at all

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provision

The childminder effectively monitors the educational programmes she provides. For example, she makes regular assessments of children's development and uses these to identify any gaps in their learning and to plan activities to close these. This ensures children reach their expected levels of development. The childminder continues to update her childcare knowledge by attending training and meeting up with other childminders to discuss what constitutes good practice. As a result, she continually hones her skills. The childminder successfully assesses her strengths and weaknesses through self-evaluation. She continually seeks parents' views of her service through discussion and involves children in the planning of activities, so these are of interest to them. For example, she has a collection of leaflets regarding local attractions that children can look through and decide what outings they would to go on in the school holidays. This means the service is

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provision

shaped to meet their needs. The childminder has successfully addressed the recommendation for improvement raised at her last inspection and has identified areas for future improvement to further enhance her service and the outcomes for children's care and learning.

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provision

Partnerships between parents, carers and the childminder are good. They receive copies of her policies and procedures for their reference, and sign to say they agree to these. Ongoing discussion, individual diaries and termly newsletters keep them well-informed of their child's day and forthcoming events. The childminder has good links with providers of other early years settings children also attend or will move on to, such as the local school nursery. This promotes the good, ongoing sharing of information to establish how children's learning and development can be promoted cohesively as they move between settings. This provides good continuity of care 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 EY286004 Local authority North Yorkshire Inspection number 908497 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

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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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