Childminder in North Yorkshire

Inspection date

Previous inspection date 04/08/2014 11/08/2009

p.1

early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

p.1

This provision is outstanding

 The childminder performs highly effectively self-evaluation that takes account of the views of the children and the parents. The childminder is committed to excellence and maintaining her outstanding practice.  The childminder is extremely organised and maintains all paperwork and documentation to a very high standard. She works extremely well with her co-minder, jointly offering the highest quality practice.  The childminder has a full and thorough understanding of her responsibility of meeting the safeguarding and welfare requirements. She implements the comprehensive safeguarding policy very effectively.  Children thrive and make rapid progress with their learning and development because they are supported extremely well by a highly skilled and knowledgeable childminder.  The childminder has highly effective systems for working in partnership with parents and others involved in the care and development of the children.

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 made observations in all rooms used by the children, during outdoor play and at snack and lunch time.

p.2

Inspection activities

 The inspector spoke with the childminder and her co-minder and interacted with the children at appropriate times during the inspection.

p.2

Inspection activities

 The inspector looked at a selection of policies, children's records, assessment files and adult suitability checks.

p.2

Inspection activities

 The inspector viewed the self-evaluation document and took account of the information included.

p.2

Information about the setting

The childminder was registered in 1999 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with another childminder in a detached property in Ingleton village, North Yorkshire. The children have access to the first floor, comprising of an open-plan lounge with dining area and kitchen, bathroom and playroom. There is an enclosed garden for outdoor play. The childminder takes and collects children from the local schools and other early years settings. There are currently 40 children on roll, 14 of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years and is accredited to receive funding to provide early years education for three- and four-year-old children. The

p.3

Information about the setting

childminder holds a foundation degree in Early Years, Education and Care.

p.3

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

 extend the already excellent partnerships with parents to include even more information gathered when children first start, to add to the accuracy to which children's prior skills are assessed.

p.3

who attend

Children make rapid progress in their learning as a result of the childminder's thorough knowledge and understanding of how children learn and progress. The childminder knows the children exceptionally well and works very closely with her co-childminder to plan a wide range of interesting play opportunities that have depth and breadth across the educational programmes. Children have a wealth of opportunity to play, explore and experiment as they enjoy an effective balance of adult-led and child-initiated play. Excellent teaching during both free play and planned activities means children are highly supported, challenged and become keen learners. For example, children have great fun making and decorating biscuits. They are entirely involved in the making process, helping to measure, pour and mix the ingredients. The childminder offers a narrative as she explains and describes what they need to do. A wonderful conversation between the

p.3

who attend

children develops as they talk about the amount they need of each ingredient. The childminder uses a range of mathematical language, which the children copy. The childminder places the recipe sheet for the children to refer to, effectively supporting children's understanding of how print carries meaning. They mash the strawberries for the icing, using their hands and fingers to push the forks onto the strawberries to mash them up. One child says, 'Mine's coming along nicely I'd say', proudly showing her bowl to her friends. The childminder takes every opportunity to ask children meaningful questions to support and encourage their thinking skills. She asks a range of questions during the everyday routine. For example, she says, 'Hmm, I've made the fillings for lunch, but now what do I need?' The childminder effectively models the thinking process while effectively supporting children's own communication skills.

p.3

who attend

Younger children enjoy playing with trucks and cars. They choose from a wide selection available and enjoy moving them along the floor. They relish in the interaction from their older peers, watching in fascination as they make the car noises and join in with their play. Children have tremendous fun in the role-play area. They pretend to make food for the childminder and a visitor. They use the role-play kitchen correctly, placing the play food into the microwave or onto plates. There is a wide range of role-play items for the children to use to help them explore their ideas, for example, a vast range of pretend cooking tools, play food and other linked items. Children gain a great insight into the world around them. They have access to an environment rich in diversity, for example, lots of different skin-tone dolls, pretend disability aids, such as wheelchairs and maps showing countries and flags from the world. Children learn about those in other countries

p.4

who attend

and the differences between them. The learning environment is beautifully presented and has been carefully planned. The dedicated play spaces offer children vast choices in their play as they self-select and explore their ideas freely.

p.4

who attend

The childminder and her co-childminder make observations of the children and document these in children's progress files. They use their excellent knowledge of the children to assess, track and identify next steps in learning for the children. Children's progress files are maintained to a very high standard and clearly demonstrate the excellent progress of each child. Weekly plans are informed from children's known next steps in learning and take into account any new interests. This allows the childminder to plan flexibly for the children, valuing their own ideas and choices. The childminder works very closely with parents, regularly sharing detailed information about the children's progress. Parents share what they know about their children helping the childminder to accurately assess their development. There is opportunity to further enhance this well-established relationship through seeking further information from parents when children first start to

p.4

who attend

increase the accuracy of the assessment of children's prior skills.

p.4

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

From the outset, children experience warm and trusting relationships with the very kind and caring childminder. There is a very strong emphasis on the children's emotional well- being and settling-in arrangements meet the individual needs of the children and their parents. The childminder provides a strong base for helping children develop their independence and their ability to explore. She encourages children's full involvement in preparing for activities and mealtimes. For example, children help set the table at snack time and enjoy wraps for lunch that they choose the fillings for and assemble themselves. Children's behaviour is exemplary. They show increasing self-control and an excellent ability to deal with situations themselves. This is a result of the childminder's keen understanding of each child's individual behavioural habits and her ability to manage the children's behaviour effectively. As a result of children's strong emotional attachments,

p.4

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

excellent independence skills and self-control, children are exceptionally well prepared for the next stage of their learning.

p.5

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

The childminder places a high priority on children's health. From a young age children learn to take part in the hand washing routine as they do so after messy play and before snack and mealtimes. Children have wonderful opportunities to learn about healthy eating. They participate in cooking activities where they discuss healthy options, and help to grow fruit and vegetables in the garden. Children get plenty of fresh air and exercise whatever the weather. They enjoy play in the garden and other outdoor spaces as well as regular trips out to interesting activity venues and local parks. Children develop an excellent understanding of how to manage risks and challenges. For example, they enjoy attempting the climbing wall at a particular venue. They judge height and balance, using their risk assessment skills very well. Other activities, such as fire building, provide children with first hand opportunities to learn about safety in interesting and novel ways.

p.5

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

As a result, children begin to learn how to assess and manage risks independently, and develop their confidence and their understanding of safety.

p.5

provision

The childminder has a full and thorough understanding of the learning and development requirements of the Early Years Foundation Stage. Precise monitoring of each child's development helps to ensure that they make excellent progress in all seven areas of learning and to promptly identify any gaps in their learning. Children's safety is a priority and the childminder fully understands her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Highly-detailed risk assessments cover all areas that children have access to as well as every aspect of all outings the children are taken on. This helps to ensure children's safety and security at all times. The childminder has a comprehensive knowledge and understanding of child protection and a firm awareness of possible signs that may cause concern. The thorough policy in place supports the childminder in her role of safeguarding children, helping to

p.5

provision

ensure the correct procedure is followed in reporting any concerns. The childminder is very well organised and thorough in her record keeping. All of the legally required policies, procedures and records are in place.

p.5

provision

Self-evaluation is rigorous and includes the views of parents and children. The childminder works very closely with her co-childminder to evaluate all aspects of the provision. Systems include daily evaluations and a detailed improvement plan. The childminder also remains highly self-reflective. She evaluates her own practice as well as that of her co- childminder to inform an accurate evaluation of their strengths and weaknesses. This helps to identify areas for improvement and potential training needs. The childminder has great capacity for continuous improvement because she has high expectations of herself as well as the children. The childminder's frequent training has great impact on the children. She uses her new skills and knowledge acquired from training promptly to ensure children benefit in their learning and development. For example, following recent training the childminder has implemented a very successful link with parents via a letter sent to

p.5

provision

the children. The letters include an observation of the child at play with reference to prior skills, new achievements and specific examples of activities that can be continued at home. This affords parents a wonderful insight into their children's development as well as wonderfully supporting parents to continue learning at home.

p.5

provision

Partnerships with parents are very well established. A wealth of information is available for parents to view in the entrance hallway, including certificates, menus, policies and photographs. There is an excellent two-way flow of communication as information about the children's care and learning is shared very regularly. The views of parents are gathered via questionnaires and feedback from children's development files. Parents speaks highly of the childminding provision, commenting on the excellent progress their children are making and the quality of the progress records. The childminder works in close partnerships with other early years settings also. She shares information regarding children's assessments and progress files and uses information she receives to help her assess and track children's progress also.

p.6

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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

p.7

Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 955624 Local authority North Yorkshire Inspection number 869539 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 40

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