Childminder in North Yorkshire

Inspection date

Previous inspection date 30/07/2014 09/12/2010

p.1

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

p.1

This provision is good

 Children make good progress in their learning and development. This is because the childminder provides effective teaching and a good range of activities and resources to enable children to explore and become active learners.  Children's are developing very good physical skills. The childminder ensures children have the opportunity to exercise both indoors and outdoors to develop their agility and coordination.  Children are very comfortable in the childminder's care. This is because the childminder ensures children are supported when settling in and she gets to know their individual routines well.  The childminder has a good knowledge and understanding of how to protect children from harm. She can identify the signs and symptoms of abuse and has a wealth of documentation to underpin her practice.  Parents are highly complimentary about the childminder's care. This is because she keeps parents informed of their child's development and seeks their views on her

p.1

It is not yet outstanding because

 Opportunities to fully extend children's mathematical knowledge in the outdoor area are not always maximised.

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 observed activities in the lounge, dining room and outdoor area.  The inspector conducted a joint observation with the childminder.

p.2

Inspection activities

 The inspector held conversations with the childminder, children and one parent during the inspection.  The inspector sampled children's observations, planning and assessment records.

p.2

Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications, risk assessments, policies, procedures and discussed the childminder's self- evaluation documents.  The inspector took account of the views of parents through discussion.

p.2

Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Gipton, Leeds. The whole of the ground floor and the rear garden are used for childminding purposes. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 11 children on roll, of these five are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

p.3

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

 enhance children's already good mathematical skills further, for example, by providing a range of written numerals in the outdoor environment for children to see and discuss.

p.3

who attend

The quality of teaching is good. The childminder knows all children well and their stage of development. She ensures resources are available for children to select and plans adult- led activities to support their learning. For example, children's early literacy skills are supported as she plans different ways for children to create marks on paper. Children use crayons, pens, chalks and ice as they experiment with the different materials. Outdoors, children draw on small chalkboards and the childminder uses open-ended questions to discuss children's creations. Written labels in the outdoor area support children to understand that print carries meaning. However, opportunities for children to recognise and discuss numerals in the outdoor area are more limited. Children are taken on bug hunts into the local community to learn about the environment and habitat of small creatures. They use a checklist to find the bugs and are excited when talking about where

p.3

who attend

they have been. Music is used as a way to promote movement and children squeal with delight as they rhythmically move with their friends to a skipping rope that creates tunes as they play.

p.3

who attend

The childminder observes children during their play and uses this information to plan their next steps in learning. The next steps are age and stage appropriate and support children to make good individual progress. Children's development is shared with parents regularly and comments from parents are displayed in children's development books. Parents feel their children are progressing well because the childminder provides them with a lot of attention and helps them to learn new skills. In addition, parents are fully involved in the written reports of children's progress. The childminder talks through the progress check for children between the ages of two and three years. Parents are given a written copy and this promotes partnership working to support children both in the setting and when at home.

p.3

who attend

The childminder is very mindful of preparing children for school. She supports their social skills by encouraging them to share and respect each other. Children are supported to take care of their own hygiene needs as they dress and undress independently. Furthermore, the childminder supports children to be confident in asking for support when required. These skills are vital to successful future learning.

p.4

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

Children arrive at the childminder's setting eager to play. They part from their parents with ease and immediately settle with her. This is because the childminder is welcoming and knows children well. She has a clear settling-in procedure, which takes place over a month. Children are left gradually in her care and she gathers lots of information about their individual routines, likes, dislikes and capabilities. This means she is able to cater for children's individual needs and adhere to parental wishes. All children have made secure attachments with the childminder. They ask her for support and are confident in moving around and playing in the setting.

p.4

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

Children behave very well because they know the behaviour expected of them. Older children are patient with younger children and understand that they learn through watching older children play. Younger children are starting to learn to share and this is supported well by the childminder who intervenes in children's disagreements appropriately to talk about being kind and considerate. The childminder is a good role model; she reminds children to say 'please' and 'thank you' and is ensures their social skills are developing well.

p.4

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

The childminder has an excellent attitude to providing children with a healthy lifestyle. She has completed training courses in oral health and displays information for parents to support them in providing children with healthy diets. Children repeatedly ask for 'apple' and 'melon' because the childminder provides various fruits for snacks. Parents are requested to provide meals for children and the childminder ensures these are healthy and nutritious. Children access the outdoors daily. They are able to climb the small steps to the top of the slide and are developing their agility and coordination well. Older children have access to large static equipment, where they take small risks in their play. These risks allow children to learn how to manage small dangers in their environment.

p.4

provision

Children are safeguarded very well. The childminder has a very good knowledge of the different types of abuse and how to recognise the early signs and symptoms of these. She has a comprehensive safeguarding policy and a wealth of information to underpin her practice. Telephone numbers for external safeguarding agencies are kept safe and secure, should she need to make a referral. The childminder regularly updates her knowledge by attending safeguarding training. All adults living in the premises have had their suitability checked. Furthermore, the childminder ensures her premises are safe and secure. Doors are locked and daily risk assessments are completed to ensure there are risks to children are removed or minimised.

p.5

provision

The childminder has a superb attitude to developing her capabilities. She accesses many training courses both externally and online. Recent training has included literacy in the outdoors, which she has immediately put into practice by making stick men and talking through books with children. This reflective practice shows the childminder has good capacity to continuously improve her service. The childminder also reflects on the way she plans for children's individual needs. She has recently changed her recording system based on consideration to what will improve parental involvement. The childminder constantly talks to parents about her service and has created questionnaires to gather their opinions and ideas.

p.5

provision

The childminder has created good partnerships with parents. She includes them in all aspects of her service and they speak very highly of her care. Partnerships have also been created with several other childminders in the local area. Regular meetings and discussions are held with them to share best practice and develop the childminder's knowledge. The childminder does not currently have any children on roll with special educational needs and/or disabilities but she knows whom to contact for support if required.

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.5

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.6

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.6

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.7

Setting details

Unique reference number EY403953 Local authority Leeds Inspection number 879484 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

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

p.9