Childminder in North Yorkshire

Inspection date

Previous inspection date 25/07/2014 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 robust safeguarding policies, procedures and risk assessments, which she consistently follows to ensure that children are kept healthy and safe in the setting and on outings in the local area.  Strong partnerships with families, which promote children's development and learning, both at home and in the setting, support the children to be ready for their next stage of learning, including school.  The childminder is a good teacher. She interacts with the children during planned and child-initiated activities, effectively supporting their progress towards the early learning goals.  The children benefit from warm and secure attachments with the childminder, strongly supporting their emotional well-being.  The childminder evaluates how effective her practice is, which allows her to identify how she can continue to meet the needs of children and their families.

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It is not yet outstanding because

 The childminder does not always support children's growing independence, for example, by encouraging them to judge risks themselves when they encounter new challenges.

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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 children playing inside and outdoors.  The inspector observed the childminder's interactions with the children.

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Inspection activities

 The inspector sampled a range of documentation, including learning journeys, policies and procedures, and parent questionnaires.  The inspector toured the parts of the setting used for childminding.

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Information about the setting

The childminder was registered in 2014 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works on the premises of another childminder, who lives with her husband and two children, aged nine and seven years, in Leeds, West Yorkshire. The whole of the ground floor and the enclosed back garden are used for childminding purposes. The childminder takes children to and collects them from the local schools. There are currently seven children on roll, of whom four are in the early years age group. They attend for a variety of sessions. The childminder operates for 16 hours per week and covers for the other childminder when she is not childminding. She holds a level 3 childcare qualification.

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

 enhance opportunities for supporting children's growing independence, for example, by encouraging them to judge risks themselves when they encounter new challenges.

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who attend

The children enjoy a well resourced environment, where there are good opportunities for them to learn through play and planned adult-led activities. The childminder observes the children as they play, and uses this information effectively to plan activities that will enable the children to make good progress. She sensitively joins in with the children's play, fitting in with their ideas and supporting them in their learning. For example, when the children are exploring cornflour mixed with water, using their fingers and spoons to make marks in the mixture. The childminder writes numbers and letters in the mixture, challenging the children to name them before they disappear. The children show great interest in this, naming the numbers and letters as well as writing their own. The childminder teaches the children about the letters and sounds that make words as they read books together, supporting their early literacy skills. She uses amenities and events

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who attend

in the local area to give the children a broad range of experiences, helping them to develop a good understanding of the world around them.

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who attend

The children all have their own learning journeys, which contain the childminder's observations and photographs of their experiences in the setting. These observations are used effectively to identify the children's achievements, and to plan the next steps in their learning and development. The childminder completes regular written summaries of each child's attainment and progress over time. As a result, the progress that children make is closely monitored to ensure that any concerns are swiftly identified and actions are taken to close any gaps.

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who attend

The childminder uses information from parents, when children first join the setting, to help her identify the children's starting points in their development and learning. This enables her to plan challenging experiences for children, right from the start, to support their good progress towards the early learning goals. Parents continue to be fully involved in their children's learning and development. The childminder completes daily, written records of each child's day for parents to take home. Consequently, parents know what their children have been learning in the setting and this can be continued at home. The childminder seeks parent's views on what they want their children to learn, and these are incorporated into the planning. She shares her regular assessments of children's attainments, so that parents can support their learning at home. The strong partnerships with families means the children are well supported to be ready for their next stage of learning, including

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

The children benefit from warm and secure attachments with the childminder, strongly supporting their emotional well-being. The childminder has good induction arrangements to help children settle into her setting quickly. Prior to children starting, they have short visits with their parents, so they get to know the childminder and the new environment. The childminder also uses these induction visits as opportunities to start to build partnerships with parents. This strongly promotes the children's emotional well-being. The childminder supports children who are moving on to school effectively through good transition arrangements. She arranges visits to the school, so that the children are familiar with the school routines and expectations prior to starting. Children who attend both school and the setting have transition books, where information is shared, to ensure that their needs continue to be met.

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

The environment is welcoming and there are a good range of resources that promote the children's curiosity, inside and in the garden. The children behave well and this is reinforced through the childminder, who is a good role model. She gives consistent messages about behaviour, so children understand what is acceptable. The children are encouraged to take turns and share resources, which promotes cooperation and positive relationships with each other. The childminder has regular, flexible routines during the day which make the children feel secure and promotes their emotional well-being. She recognises and responds to children's attempts to communicate their need to rest and when they want to be active. She has a calm and positive approach to all children, which effectively supports their emotional well-being. The children's achievements and efforts are praised by the childminder, which means that they feel proud of their

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

accomplishments and motivates them to enjoy their learning.

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

The children are encouraged to become independent with their health and self-care skills. They manage their personal needs appropriate to their ages and stages of development. They enjoy a range of healthy snacks and meals throughout the day. The older children make the sandwiches for their lunch, which encourages their independence as they do things for themselves. The children enjoy outdoor exercise every day in the garden or in the local parks, when they use resources and equipment, which promote their physical development. The childminder encourages the children to explore and try new activities. They enjoy the challenges of different play equipment in the local parks. She explains any risks to the children to ensure their health and safety. However, the childminder does not always support children's growing independence, for example, by encouraging them to judge risks for themselves when they encounter new challenges.

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provision

The childminder ensures that all children are protected and kept safe through a clear understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. There are policies and procedures in place that are regularly reviewed to ensure they meet current legislation. The childminder has robust risk assessments for the setting and outings to ensure that any hazards are identified, to further ensure the safety of the children. As a result, parents are confident about their children's physical well-being. The childminder carries out regular emergency evacuation procedures, so that children know what they need to do in an emergency. The childminder understands her responsibilities and the steps to take in the event of any concerns about children. As a result, children are safeguarded well.

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provision

The childminder completes regular observations and assessments for each child which inform the planned activities and experiences. The childminder has a good understanding of the next steps for each child, and this means that the children make good progress in their learning and development. She completes regular summaries of the children's attainment and progress. She swiftly identifies if any children need extra support in an area of learning and works in partnership with other professionals to ensure that any gaps in children's learning and development are closing. Parents know about their children's achievements and their involvement is encouraged successfully. The childminder supports children's learning at home, for example, when she completes the statutory progress check for children between the ages of two and three. Consequently, the children enjoy a wide range of experiences both in the setting and at home.

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provision

There is a strong commitment by the childminder towards continuous improvement. She regularly reflects critically on her practice and has effectively identified her priorities for improvement. She seeks the views of parents through questionnaires and the responses are very positive. She asks the children for their views about what they want to do while they attend the setting. She attends training events to continue her professional development. There are strong partnerships with the local school, other childminders and professionals from the local authority and health. 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 EY471084 Local authority Leeds Inspection number 950175 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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