Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 31/07/2014 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 uses her understanding of how children learn to implement effective teaching techniques. As a result, children are motivated, keen to join in with the activities and make good progress in their development.  The childminder works well with parents enabling her to fully understand and meet children's individual needs. This means children feel secure in her care.  The childminder manages her service efficiently. She gives good attention to safeguarding children and keeping them free from harm to continuously enhance the outcomes for their care and learning.  Children have good opportunities to take part in activities in the local area on a regular basis. This enables them to broaden their learning and develop confidence in their social skills as they interact with other adults and children.

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It is not yet outstanding because

 Opportunities for older children to gain a greater awareness of the wider world are not always fully explored.  Opportunities for children to fully develop their understanding of nature and how things change over time are not fully embraced.

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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 area of the house.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection and discussed the activities and the quality of teaching and learning with the childminder.

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Inspection activities

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

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Inspection activities

 The inspector made observations of and discussed the outcome of a planned activity with the childminder.

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Inspection activities

 The inspector took account of the views of parents from questionnaires they completed about the service.

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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 lives with her partner and child aged two years in the village of Leven on the outskirts of Beverley in East Yorkshire. The childminder uses all of the ground floor of her home and the garden for childminding purposes. She visits the local park and toddler groups on a regular basis with children. She takes children to and collects them from the local school. There are currently 11 children on roll, seven 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 8am to 6pm, except for bank holidays and family holidays. She sometimes works with an assistant.

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

 strengthen the opportunities for older children to gain a greater understanding of the world, such as, providing activities to learn about other countries and festivals

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

 extend the opportunities for children to learn about nature and how things change over time, for example, by providing planting and growing activities in the garden.

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who attend

The childminder is confident in her teaching and has a good understanding of the prime areas of learning. She interacts well with children as they play and supports them effectively to make good progress in their development. This means children acquire the skills and positive attitudes for effective learning, which ensures they are well prepared for the next stage in their learning or school when the time comes. For example, to support very young children to develop their communication and language skills, the childminder keeps up a constant dialogue with them as they play, making comments, such as, 'Oh look at the lovely colours' as they play with bricks. She engages children in rhymes and simple songs, so they learn through repetition and word patterns. Very young children babble excitedly in response, showing they are motivated to have a go at joining in even though they do not yet have the necessary vocabulary. The childminder makes good use of props,

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who attend

such as a hand puppet, to gain very young children's attention and maintain their interest. For example, she uses the puppet to play games of peek-a-boo with them. This successfully helps children to understand that objects are still there even though they are out of sight.

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who attend

The childminder provides a bright and welcoming environment for children to play and learn. Toys and resources are readily available for them to freely access, which actively encourages choice and independent learning. Children are offered appropriate opportunities to develop their awareness of diversity through resources, such as books and dolls that portray positive images of different cultures and backgrounds. However, older children do not yet have rich opportunities to participate in activities, such as learning about features of other countries and traditional festivals, to further extend their developing understanding of the wider world. In addition, opportunities for children of all ages to learn about nature and how things change over time are not fully embraced in the garden, to extend their understanding of the world even further. The childminder observes and competently assesses children's learning and their progress. She uses this information

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who attend

to identify each child's next steps in their learning. She incorporates these into the planning of future activities to support children's further development. The childminder keeps parents suitably informed of the progress their children make through ongoing discussion. She asks parents to tell her about their children's achievements at home and they are asked to contribute to the progress check for their child between the ages of two and three years. This promotes a shared approach to supporting children's development.

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who attend

The childminder provides good opportunities for children of all ages to join in with tactile experiences, so they learn through their senses and become active and motivated learners. For example, she provides a tray of dried pasta for very young children to explore. She gives children time to become familiar with the resource at their own pace. As a result, they show curiosity as they pick a piece up and squeeze it in the palm of their hand. The childminder knows when to join in to extend their learning. She shows children how to scoop the pasta up with a spoon and how to place some in a bottle, fasten the top on and shake it to make different sounds. This captures children's interest and they quickly make the connection between the action of shaking the bottle and the resulting noise. The childminder provides malleable materials, such as play dough, along with various tools, for older children to explore. This successfully supports them to develop

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who attend

their creativity and good control of their small muscles. For example, children confidently mould the dough to represent models of animals, such as a kangaroo. They show good coordination as they flatten the dough with a rolling pin and test out their strength as they push the dough through a tube to make pretend spaghetti.

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

The childminder works well with parents and carers to make children's move into her care a pleasant and calm experience. For example, she asks them to tell her about children's routines, interests and dislikes, so she can tailor her care to meet their individual needs. This means children feel secure in their environment, which successfully promotes their emotional well-being. As a result, children happily leave their parents on arrival and quickly decide what they want to play with. Older children demonstrate that they enjoy the childminder's company and interaction as they talk with her during their play. Younger children delight in exploring simple books with the childminder that contain different textures and enjoy the sensation of having their feet stroked and tickled by her with a soft wand. Children are supported well to learn about keeping themselves safe. For example, the childminder sensitively reminds younger children not to put dried pasta in their mouth

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

as they play with it. All children are involved in practising the evacuation procedures for the home, so they become familiar with what to do in the event of a fire or an emergency.

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

Children learn to behave well because the childminder provides secure routines and boundaries, so they know what is expected of them. Consequently, older children know to take off their outdoor shoes and hang their belongings up on arrival to keep the environment clean and tidy. The childminder also encourages older children to develop their independence and to take responsibility. For example, when children finish playing with dough, she asks them to sort it into colours and return it to the containers. As children do so, the childminder uses meaningful praise to acknowledge their efforts and achievements, which makes them feel good about themselves and raises their self- esteem. The childminder provides good opportunities for children of all ages to take part in activities outside her setting. For example, she regularly takes them to the beach, activities at a children's centre and a play session based at the local school. They also visit

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

a farm to learn about where milk comes from and how this is used to make ice cream. This broadens children's experiences and also provides good opportunities for them to develop their social skills as they interact with other adults and children.

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

The childminder gives good attention to keeping children healthy. She ensures they are cared for in a clean and hygienic environment and that they develop confidence in following good hygiene practices in their self-care. For example, she teaches them the importance of washing their hands after toileting and to dry these on a paper towel and put it in the bin afterwards. This means children become self-reliant, which further prepares them for school. Parents are asked to provide their children's lunch and the childminder provides healthy items for their snack, such as fresh fruit. The childminder praises children when they eat their food, which actively encourages them to have a positive attitude to mealtimes and makes sure they are well nourished, further promoting their good health. Children have daily opportunities to benefit from fresh air as they play in the garden and develop their physical skills as they use wheeled toys, play with balls

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

and crawl through tunnels. Regular opportunities to visit the park and a soft play provision to use a variety of large equipment, further helps children to keep fit through vigorous exercise.

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provision

Children are cared for in a safe and a well-organised environment. Any risks to their safety are identified and minimised effectively. The open plan layout of the childminder's home means children are always within her sight. Therefore, they are well supervised. The childminder has completed relevant training in child protection and fully understands the process to follow, should she have any concerns about a child's welfare. She fully understands her legal responsibility as set out in the Early Years Foundation Stage welfare requirements to notify Ofsted of any significant events that occur while children are in her care. The childminder has very recently employed an assistant to work with her on some occasions. The assistant has undergone the required suitability checks and the childminder has carried out an induction with her, to ensure policies and procedures for the service are understood and implemented consistently. The assistant has undertaken training in child

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provision

protection and first aid. Written permission has been sought from parents to leave children in the assistant's sole care for short periods of time. This ensures children are cared for in a safe and consistent manner, and that parents are kept fully informed of who will have access to their children.

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provision

The childminder identifies children's starting points in their learning when the placement begins and regularly reviews their developmental progress. This enables her to note any areas where they may require additional support and to take appropriate action in a timely manner. The childminder evaluates the quality of her service by identifying her strengths and areas for development. She promptly addresses any areas of weakness that become evident. For example, she now makes sure her car keys are kept on her person at all times following a recent incident when a child activated the central locking system of her car with her keys inside. The childminder pays good attention to her continuous professional development. For example, she regularly attends further training courses, discusses what constitutes good practice with other childminder's and sources childcare related reference books. This enables her to keep up-to-date with current research and

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provision

develop her skills, to continually improve the outcomes for children's care and learning.

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provision

The childminder works well in partnership with parents, ensuring that children's care is consistent and parents are kept well informed of their child's time away from them, including any significant events that may occur. This shows she has an honest and open approach to working with families. The childminder regularly asks parents to express their views of the service and responds promptly to any ideas they have for improvement. For example, she has implemented the use of a daily diary at the request of one parent, to further improve communication about how children's care routines have been met. This shows the childminder is receptive to shaping the service to meet the needs of its users. Parents' comments show that they are very satisfied with the service they receive. For example, they state that they are very pleased with the progress their children are making, that their children have developed excellent bonds with the childminder and that

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provision

they are very happy in her care. The childminder is starting to develop links with providers of other early years settings children also attend. Consequently, information about children's care and learning is beginning to be shared effectively as they move between settings, to promote a cohesive approach to supporting their learning and development.

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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 EY470662 Local authority East Riding of Yorkshire Inspection number 955449 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 11

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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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