Atkinson, Paula Jane

Inspection date

Previous inspection date 07/08/2014 05/01/2011

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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 quality of teaching and learning are good. The childminder has a very good understanding of how children learn, which ensures that each child is fully supported in making good progress in their learning and development.  Children form strong bonds and warm relationships with the childminder. They are settled in her care, demonstrating that they feel safe and as a result, children form secure, positive attachments.  The childminder has a clear understanding of the welfare and safeguarding requirements and of child-protection procedures. Consequently, children are cared for in an environment that promotes their safety and well-being.  The childminder has very good partnerships with parents. There is regular and effective communication between parents and the childminder, which ensures that everyone is knowledgeable about how to meet children's individual needs.

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It is not yet outstanding because

 The childminder provides fewer opportunities for children to explore and develop an understanding of information and communication technology.

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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 of the premises used for childminding purposes indoors and outdoors.

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Inspection activities

 The inspector spoke to parents and viewed information from parents' questionnaires and parents' written comments in children's files.

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Inspection activities

 The inspector viewed a selection of documentation covering children's records, policies, attendance records, risk assessments and self-evaluation. In addition, the inspector looked at the childminder's qualifications and checked the suitability of all adults in the home.

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Inspection activities

 The inspector observed children indoors and outdoors and she had discussions with the childminder and children at appropriate times throughout the inspection. She observed practice and interaction between the childminder and children.  The inspector undertook a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives in a detached property with her partner and two children aged four and eight years in Kingston Upon Hull. The family has a dog. The ground floor of the property is used for childminding, which consists of a lounge, kitchen/dining room and bathroom. There is access to an enclosed garden at the rear that is used for outdoor play. There are currently four children on roll; of whom, two are in the early years age range and they attend for a variety of sessions. The childminder is able to take and collect children from local schools and pre-schools. The childminding provision operates all year round, from 8am to 6pm, Monday to Thursday, apart from family holidays. The childminder supports children with special educational needs and/or disabilities and children, who speak English as an additional language. She

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Information about the setting

has a qualification in early years at level 4.

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

 enhance the availability of information and communication technology resources, such as torches and programmable toys, so that children can investigate and explore how things work.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage and the quality of teaching is good. She has a good knowledge of individual children's interests and plans activities around these to extend their learning. As a result, children make good progress from their starting points. The childminder uses information gained from parents and observations of children's achievements to monitor their progress and identify next steps in learning. The childminder provides a wide range of activities and opportunities with good levels of challenge and that are developmentally appropriate. Consequently, children are interested and motivated and gaining the necessary skills and attitudes in preparation for their next stage of learning. The childminder shares observations with parents and carers and this gives them opportunities to look at and contribute to their child's records. She actively encourages parents and carers to be involved in their child's

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who attend

learning. This is through daily verbal feedback and communication diaries. This regular exchange of information enables parents to be part of their child's ongoing learning and development and supports good learning outcomes for children.

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who attend

Children have access to a wide range of resources and learning experiences, which cover the seven areas of learning. The resources available support children at different ages and stages of development. The well-planned environment enables children to initiate their own play, as well as taking part in activities planned by the childminder. Consequently, children are gaining good levels of independence and confidently direct their play. There is a wealth of pictures, words, numbers and shapes in the environment, both indoors and outdoors. The literacy rich environment also supports families, who speak other languages, as many of the resources are in dual language format. Children's communication and language abilities are developing well. This is because the childminder engages in a wide range of conversations with children and uses open-ended questions to support them to develop their vocabulary. There is a selection of natural, open-ended

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who attend

resources in the outdoor environment, which encourages children to be creative and critical thinkers. As a result, children's literacy, communication and mathematical skills are promoted well. However, there are fewer information and communication technology resources available for children to investigate and explore to find out how things work.

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who attend

Children with special educational needs and/or disabilities are well supported and very good links have been made with parents and outside agencies. This ensures that the childminder is fully aware of individual children's needs, so that effective support is put into place. For example, the childminder consults with parents and health professionals and activities are devised to promote individual children's development. Children, who speak English as an additional language are well supported. Good working relationships with parents ensure that information on their home language is gathered when children begin. Children are then supported to learn English alongside their home language. As a result, good partnership working supports all children to make good progress in their learning. There are effective communication methods between the childminder and parents to share children's learning. The childminder completes the progress check for

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who attend

children between the age of two and three years and completes termly assessments. These are all shared with parents and support home learning. This regular exchange of information supports good learning outcomes for children and means that parents successfully contribute towards their children's learning and development.

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

Children form secure attachments with the childminder and settle well when parents leave. The childminder ensures children's individual needs are sensitively met, which promotes young children's feelings of safety and emotional security. Good communication with parents ensures that information is regularly shared. This effectively supports children's move from home to the childminder's home. The childminder has made books of photographs of the child's family and her own for children to look at. This supports young children to make connections with home and promotes their emotional well-being. Children are supported to develop their personal and social skills well. The childminder promotes good manners and respectful behaviour and acts as a positive role model. She routinely offers praise as she recognises children's efforts and achievements. The childminder fosters children's social development through discussion and encourages them

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

to share toys with each other and to help tidy up after their play.

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

Children are provided with a range of healthy and nutritious meals and snacks, which are freshly prepared and served to them in a social setting, therefore, developing their social and interpersonal skills. Children have access to milk and water at all times. Children are actively involved in discussions about healthy eating. For example, children pick tomatoes and cucumber that they have grown. They wash them and cut them up, exploring the taste, texture and colour. They have discussions about what has been needed for them to grow. For example, children explain that sun, water and soil are needed and discuss how they taste different to those bought from the shops. Younger children are given the opportunity to explore with their senses while the childminder uses simple vocabulary to support their communication and language skills. Good hygiene practices are promoted, such as children washing their hands before handling food and lunch. The older children

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

do this independently while the childminder explains the reasons and younger children are supported appropriately. A good narrative of all activities and routines is given by the childminder throughout the day.

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

The childminder recognises the benefits for children of having fresh air and access to natural environments with plenty of space for play and exercise. As a result, she ensures that children have free access to a well-resourced outdoor area. This means that children's physical development is promoted well as children are able to play freely. The childminder provides shade from the sun and supports children in their understanding of staying safe in the sun. For example, children are encouraged to keep their hats on when playing in the sun. The childminder keeps children safe, encouraging them to learn about taking age-appropriate risks, such as supporting them to move toys and manage steps outside appropriately. Fire drills are practised regularly, supporting children to have a strong understanding of how to keep safe.

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provision

Children are safeguarded because the childminder has a good knowledge and understanding of the safeguarding and welfare requirements. She is aware of her role and responsibilities in protecting children and undertakes regular training to ensure that this knowledge is maintained. The childminder demonstrates a professional knowledge of the local safeguarding procedures, including how to respond and who to contact if she has a concern about a child or an allegation is made. The childminder has written policies, which she shares with parents to inform them of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder ensures that her premises are safe and secure and risk assesses both her home and equipment to minimise risks to children. All adults in the home are suitably vetted and subject to appropriate checks. As a result, children can play and learn in safety.

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provision

The childminder has a clear understanding of her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. As a result, children make good progress. The childminder shows a strong drive for improvement and the recommendations raised at the last inspection have been effectively addressed. For example, the childminder has provided opportunities for children to use their home language in their play and learning by using tape recorders and head sets, dual language picture cards and providing lots of dual language print in the environment. This has been achieved through good relationships with parents and active research by the childminder. The childminder has completed a self-evaluation of her practice and provision and has identified clear strengths and areas for improvement. She has reflected on her provision, in order to improve practice. The childminder has identified further training she would like

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provision

to access, in order to support her to make written observations more focused. She has extended her knowledge through attending training and seeking the support of the local authority staff.

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provision

Partnership working with parents, carers, other providers and agencies are very strong. This supports the inclusion of all children. The childminder actively works with parents and outside agencies, sharing and exchanging information to ensure children's specific health care needs are met and to ensure support is provided for any children with special educational needs and/or disabilities. This ensures that children do not fall behind in their development. Information is constantly exchanged verbally and through communication books. Parents' views are sought through questionnaires. As a result, good quality information is shared and partnerships with parents are strong. Children's progress files are regularly shared with parents and provide detailed information on each child's progress and development. Parents are encouraged to contribute to this process by sharing information relating to their children's interest and achievements from home.

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provision

Parents comment that they are very happy with the childminder and communication is a real strength. The childminder confidently discusses the importance of sharing relevant information about children's learning and development to ensure they are making progress.

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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 EY411992 Local authority Kingston upon Hull Inspection number 851240 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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