Maddison, Jane Catherine

Inspection date

Previous inspection date 06/08/2014 03/11/2009

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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

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This provision is good

 The childminder uses an expert technique of asking children questions as they play that encourages them to reply without giving a simple 'yes' or 'no' answer. This provides good opportunities for them to share their ideas, practise their language and communication skills and express themselves.  The childminder is very clear about what to do if she has any concerns regarding a child's welfare or well-being. She understands who to report any concerns to and the action to take if she is worried about another adult's behaviour towards children. This helps to keep children safeguarded and well protected.  Children demonstrate by their actions that they feel content, safe and emotionally secure at the childminder's setting. These powerful feelings and children's positive self- esteem contribute significantly towards their exemplary behaviour.

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It is not yet outstanding because

 There is room for the childminder to build on the close partnerships that she has formed with parents, by encouraging them to more regularly share information about their child in order to enhance the teaching and learning and contribute towards planning.  Children's learning of number and counting and their understanding of mathematical language, that sometimes takes place through the many activities, are not always reinforced through their play or everyday routines.

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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 looked at the areas used for childminding, indoors and outside.  The inspector spoke with the childminder and children during the inspection.

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Inspection activities

 The inspector observed the childminder play two board games with children as part of the evaluation of the quality of the teaching and learning.

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Inspection activities

 The inspector looked at a selection of children's profiles, planning documents and the childminder's range of policies and procedures.

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Inspection activities

 The inspector took account of the written views of parents and children from cards, drawings and the childminder's parent survey.

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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 11 and 15 years in Gilberdyke in the East Riding of Yorkshire. The ground floor of the house is used for childminding. There is an enclosed rear garden available for outdoor play. There are currently nine children on roll, four of whom are in the early years age range. Children attend for a variety of sessions. The childminder operates from 7.30am to 5.30pm, Monday to Thursday, all year round, except for Bank Holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years, and holds a recognised childcare qualification at level 3. The family has two pet guinea pigs.

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

 help parents to more regularly share what they know about their child's interests and experiences from home, in order to further support the teaching and learning and contribute more effectively towards the planning of activities

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

 strengthen the educational programme for mathematics further, for example, by reinforcing children's understanding of number, counting and mathematical language through play and everyday routines.

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who attend

The childminder plans and organises a varied range of interesting activities for children. She provides them with a wide variety of toys, equipment and resources. Some games she makes herself after searching the internet for different ideas for activities to carry out with children. This provides children with an even greater variety of resources to use. It shows that the childminder is keen to find various ways to help children to learn by creating and adopting different ideas. She places good emphasis on children's learning through play and pays good attention to help them to develop their speech and communication skills. The childminder does this by speaking slowly and calmly to children to model good language and conversation skills. She asks children questions as they play in a way that encourages them to think and reply without giving a simple 'yes' or 'no' answer. This provides good opportunity for children to communicate, share their ideas and express

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who attend

The childminder has a secure knowledge and understanding of how to promote the learning and development of children. She has a good understanding of child development and tailors her practice to meet each one's individual needs. For example, she helps the youngest children learn how to play, be social and interact more effectively with their older friends. She observes children closely and regularly evaluates each one's learning. She records the progress they make. This helps her to get to know each child very well and forms a secure basis for helping her to plan for each child's individual learning needs. As a result, children make good progress in their learning. The childminder shares this information with parents and provides them with excellent written information about the Early Years Foundation Stage. There is scope for her to build on this and the close partnerships that she has formed with parents, by encouraging them to more regularly

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who attend

share with her information about their child from home.

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who attend

Through activities, walks in the community and outdoor play, the childminder supports children's physical development. She encourages them to socialise and gradually become confident and independent. She takes children to playgroups so that they meet other children and to a variety of places in the local area, for example, the train station, park, library bus and the children's centre outreach group. This increases the opportunities for children to form relationships with other children and adults and learn about the society in which they live. These are important skills for young children to learn and they form a secure basis for children's later learning. Children's name labels are displayed on the refrigerator door so that they learn to recognise their own name. Some games help children to learn basic mathematical skills through matching, sorting and classification. There is room to strengthen children's learning of number and counting and enhance their

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who attend

understanding of mathematical language. This sometimes takes place through the many activities, but is not always reinforced as they play or through everyday routines.

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

Friendly, warm and trusting relationships are very clearly evident between the children and the childminder. They approach her confidently and regularly invite her to play with them. Children are keen and confident to talk to the visiting inspector. They invite her to play and talk about a wide range of things that interest them, including sharing details of their aspirations for career options for when they are older. This shows children feel content, safe and emotionally secure at the childminder's setting. These powerful feelings and children's positive self-esteem contribute significantly towards their exemplary behaviour. New parents and children are invited to take part in short 'stay and play' sessions when first introduced into the setting. This helps them to become familiar with the childminder and provides the opportunity for the childminder and parents to share information about the child. This makes sure that the childminder knows how to meet

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

each one's individual needs. The childminder works closely with parents. She talks to them frequently and provides them with written accounts in the form of a diary of their child's day. She provides each parent with a copy of her comprehensive 'parents pack'. This helps them to be kept well informed about the management and operation of her setting.

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

The childminder provides children with a clean, comfortable, well-organised family environment. Children move freely between the childminder's sitting room and dining room where the majority of the resources are stored. An interesting range of attractive posters and pictures are displayed. These provide children with a great deal of useful information and act as excellent tools to stimulate their conversations and 'fact finding' techniques. For instance, there is a colourful poster of a wide variety of small animals, reptiles and insects that some older children refer to. They like to look closely at the illustrations to search, talk about and confirm to others the knowledge they have about the animals and bugs. Equipment is provided in the garden to help children to be physically active. For example, there are a number of small bicycles and ride-on toys and an assortment of bats and balls. A raised tray that has alternate use for sand and water

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

play provides children with the opportunity for learning to use a selection of natural resources. Children have engaged in some gardening activities, such as growing sunflowers and peppers. This helps them to learn through first-hand experiences and practise skills that require children to be involved by planting, watering and harvesting. The childminder supports children to learn how to use different pieces of equipment, particularly in the play park, that gradually provides them with increasing challenge. This helps them to understand about managing risks and learning about what their bodies are capable of and what they can achieve, but in safety.

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

Children are helped to become independent in their own personal care and hygiene needs. For example, there are simple, clear pictures in the toilet to remind them to wash their hands. There is a step provided to help children to reach the toilet and basin and disposable paper towels are available for hand drying which helps to reduce cross- contamination. Children understand the need to wash their hands before they eat because, they say, 'I don't want to get germs on my food'. This shows they know the impact of having dirty hands near to the food they eat. The childminder provides parents with clear advice about providing children with healthy food choices in their lunch boxes. This helps in her quest to support children to understand about making healthy lifestyle choices.

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provision

The childminder has a good understanding of what she must do if she has any concerns about a child's welfare or well-being. She knows who to report any concerns to and is clear about the action she would take if she is worried about another adult's behaviour towards children. The childminder has taken part in various training events, including first- aid and safeguarding training as part of her continual professional development. She has a large number of relevant safeguarding guidance documents in place, including the contact details of the agencies to contact should she need to make a referral. She also has a wide and varied range of record-keeping routines and written policies and procedures established to support children's safety and the operation of her setting. These are shared with parents and reviewed regularly to ensure they remain effective. The childminder is committed towards seeking training to update and enhance her skills and knowledge. This

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provision

helps her be well informed and up to date with current practice. The childminder is secure in her knowledge and understanding of her responsibility towards meeting the safeguarding and welfare requirements of the Early Years Foundation Stage.

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provision

The childminder makes frequent assessments of children's progress and their ongoing development so that she is fully informed of the stage each child is at. The childminder's programme of activities is varied and includes specific experiences to meet children's individual learning needs. For example, she organises an adult-led game to support children who are developing their social skills and learning to work cooperatively with other children. There is room to increase children's mathematical understanding during opportunities that occur spontaneously as part of the routine. The childminder shares her findings with parents and provides them with an interesting range of photographs of their child engaged in many activities so they know what is taking place at the childminding setting. However, there is scope to build on this in order to adopt a more effective, shared approach to helping and supporting children to learn. The childminder has a good

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provision

understanding of her responsibilities to meet the requirements of the Early Years Foundation Stage.

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provision

The childminder has established close links with schools that children transfer to. She readily shares information with them and prepares children well before they start school by involving them in visits to the school and talking to them about what to expect. This shows that she understands about partnership working and the benefit it has on children's continuity of care and learning. The childminder is reflective about her practice and seeks the views of parents and children to help her make decisions regarding improvements. For example, she uses a parent survey to gain their written comments, as opposed to relying on conversations that they regularly have. Thank you cards from parents and children's unique drawings, which express their feelings and opinions, are highly complimentary of the childminder's setting and practice. Written comments from parents describe the setting as a 'safe and happy environment' and a 'home from home'. The childminder has

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provision

successfully met the recommendations that were raised at the last inspection. This shows a positive commitment towards developing and improving her provision for children and enhancing her professional practice.

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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. 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

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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.

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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 EY300777 Local authority East Riding of Yorkshire Inspection number 861733 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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