Childminder in York

Inspection date

Previous inspection date 18/07/2014 24/02/2009

p.1

early years provision

This inspection: 2 Previous inspection: 2 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

p.1

This provision is good

 Teaching is effective because the childminder provides a varied educational programme built around the children's interests and individual needs. Consequently, children make good progress in all areas of their learning.  Children are very happy and content in this homely and welcoming setting. They have good attachments with the childminder who is caring and responsive to their needs.  The childminder is committed to providing good quality care and learning for children. Effective monitoring of children's progress helps to continually improve children's learning experiences.  The arrangements for safeguarding children are secure. This means that the childminder follows effective procedures that protect children from potential harm.  A supportive admission process enables the childminder to gather information from parents about children's care routines and their starting points for learning. As a result,

p.1

This provision is good

the childminder is able to provide continuity, which means children are settled.

p.1

It is not yet outstanding because

 There is scope to enhance resources to promote young children's natural curiosity and sensory play, such as treasure baskets.  The childminder does not yet gather enough information from parents and carers about children's learning experiences from home. Consequently, activities planned do not fully complement children's experiences from home

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector viewed all areas accessed by the children.

p.2

Inspection activities

 The inspector carried out joint discussions with the childminder in relation to observations of the children's play, learning and progress.

p.2

Inspection activities

 The inspector observed the childminder's interaction with the children and spoke to her throughout the course of the inspection.

p.2

Inspection activities

 The inspector looked at policies, children's assessment records and a range of other documentation, including evidence of qualifications and suitability.

p.2

Inspection activities

 The inspector took account of the views of parents from completed questionnaires and written feedback obtained by the childminder.

p.2

Information about the setting

The childminder was registered in 2005 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 10 and 13 years in a house in Strensall, York. The children's playroom, kitchen, downstairs toilet and the rear garden are used for childminding. The childminder attends a local forest group and activities within the local area. She visits the shops and parks on a regular basis. There are currently nine children on roll, of these four are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 increase opportunities for all parents to consistently share information in relation to their children's learning at home, to inform future planning and next steps in children's development

p.3

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

 extend the range of resources to enhance young children's natural curiosity and sensory development, such as treasure baskets.

p.3

who attend

The childminder has a good knowledge of how children learn and develop. The quality of teaching is good. This is because she follows the children's individual needs and interests to plan across all seven areas of learning. Her effective teaching encourages children to be active learners. For example, the childminder encourages the children to be involved in imaginative play as they pretend to be teachers. The children laugh and smile as the childminder cooperates and follows their instructions. During this activity and throughout the day the childminder praises children's achievements. Consequently, the children are happy and content and self-esteem is raised. Children have individual development files that details their starting points, ongoing progress and next steps. The childminder has further improved this system since her last inspection. She makes regular observations of children's learning and assesses their progress to identify where they are in their

p.3

who attend

development. Although the childminder has planning in place, this is very flexible, enabling her to follow children's individual interests and suggestions. As a result, they are making effective progress in their development and they are acquiring the skills necessary to be ready for future learning. Children have access to a good choice of toys and resources to stimulate and encourage them in their learning. Most resources are easily accessible in low drawers with pictures attached to show the contents. This supports children to make independent choices. The children confidently ask for equipment if they cannot reach them, indicating that children are comfortable in the childminder's home. The childminder interacts well with the children. She times her interventions perfectly as she gets down to their level and plays alongside them. For example, as children completing an animal puzzle the childminder

p.3

who attend

gives positive encouragement and asks them to make the sound of the animal. As a result, children's learning is extended as they are supported to become active learners. Children are acquiring good communication and language skills as the childminder asks open-ended questions, giving them time to think and respond. She listens carefully to them and repeats words back to them to aid their pronunciation.

p.4

who attend

The childminder works closely with parents to share their children's starting points and developing interests. The children attend settling-in sessions when they first start and as a result, children gradually become familiar with their new surroundings. The childminder operates a daily diary and ensures that she communicates with parents on a daily basis. Relationships with parents are good and make a strong contribution to ensuring young children's needs are sufficiently met. However, opportunities for parents to consistently contribute information about what their children are learning at home are not yet robust. Therefore, plans to complement learning experiences and further support children's next steps in learning are not yet firmly established.

p.4

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

The children have established strong bonds with the childminder and her family, which effectively promotes their emotional well-being. The childminder responds well to children's emotional needs and recognises when they need reassurance and comfort. Children's all-round development is effectively supported as the childminder provides them with a homely welcoming environment. The childminder supports children through change. For example she has established links with the local primary school. This helps to ensure the children are emotionally prepared when they move onto the next stage in their learning. In addition, the childminder attends local playgroups and meets with other childminders. This further prepares them emotionally and socially for when they move on to school.

p.4

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

Positive behaviour is appropriately encouraged by giving children consistent praise when they have undertaken certain tasks independently. For example, tidying their toys away before lunch or after using the bathroom. The childminder acts as a good role model as she manages the children's behaviour in a calm and consistent manner. She uses a number of effective strategies to reinforce appropriate behaviour, for example, distraction techniques and negotiation. This raises children's self-esteem and promotes positive behaviour. The childminder encourages children to share and take turns and she uses clear, simple explanations to promote the younger children's understanding. Children are well-supported in learning how to keep themselves safe through clear instruction and activities with the childminder. This includes, practising road safety on outings and having discussions about staying safe. They practise fire drills from the home so that children are

p.4

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

clear about what to do in an emergency situation.

p.5

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

Children's physical development is promoted daily through access to the outdoor area and walks in the local environment. In addition, children regularly visit the local parks. Children are provided with healthy snacks throughout the day, along with lunches provided by their parents. The children learn about healthy eating because the childminder provides opportunities to talk about the foods they eat. They plant and grow their own vegetables and transfer to the childminder's allotment. Consequently, a positive approach to healthy lifestyles is established. The childminder's purposeful play room allows children plenty of space to move around freely and safely. There are a range of age-appropriate resources available for children, which enhance their learning. For example, children enjoy accessing puzzles, small world figures, books and mark making. However, there is scope to provide even more opportunities for younger children to explore the natural world and extend

p.5

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

their sensory development through the use of a wider range of resources.

p.5

provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has completed safeguarding training to develop her knowledge of how to keep children safe. Consequently, she is knowledgeable about the procedures to follow if she has any concerns. The childminder has a good range of policies and procedures, which are implemented successfully. Children's safety is given high priority as she supervises the children well, such as when they play outside. Consequently, the children are well cared for. The childminder ensures that all parental permissions and required documentation that helps support children's safety and welfare are accurately maintained.

p.5

provision

The childminder has developed an effective system for evaluating children's progress, which enables her to highlight any potential learning gaps efficiently. She shows an accurate understanding of the children's abilities and skills and targets identified needs. For example, she furthers children's communication and language development by repeating words. This helps to clarify the connections between spoken language and objects of play. The childminder understands the requirement of providing parents with a written summary for the progress check for children between the ages of two and three years. She is motivated to continue developing her knowledge and the environment because she understands how this can help improve outcomes for children and the service she offers. The childminder regularly reviews the appropriateness of the experiences she provides for children, through observation and has some plans in place to develop the

p.5

provision

The childminder has developed secure relationships with parents. She ensures they are well-informed as they receive daily communication and are asked for their feedback through frequent discussions and questionnaires. Parents make written comments, such as, 'I know my child is in extremely safe, caring and loving hands' and 'we trust her implicitly'. This effective communication directly contributes to influencing the childminder's self-evaluation, thus enhancing partnership working.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY315767 Local authority York Inspection number 862213 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10