Young, Kerryann

Inspection date

Previous inspection date 12/08/2014 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's teaching is good. She provides a range of resources and activities to meet children's varying ages and stages of development. As a result, children make good progress in their learning.  The childminder provides secure attachments for each child. This ensures children are emotionally supported and are eager and motivated to learn.  The childminder has good knowledge of safeguarding. She knows what to do if she is concerned about a child and this is underpinned by thorough policies. As a result, children are kept safe.  The childminder is able to identify strengths and weaknesses in her provision and takes necessary steps to improve. Consequently, the childminder continually develops the care and education she provides.

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It is not yet outstanding because

 Children are not always well supported to think through and solve problems, or to develop their independence.

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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 activities in the childminder's large, purpose-built garden shed and enclosed garden.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked through children's assessment records, reviewed a selection of records, policies and procedures and a selection of other documents.

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Inspection activities

 The inspector checked evidence of the suitability of people living in the home and the qualifications of the childminder.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children in a house in Scunthorpe, North Lincolnshire. The whole of the ground floor, an enclosed rear garden, and a large garden shed are used for childminding. The family has a two rabbits. There are currently six children on roll, two of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 provide further opportunities for children to think through and solve problems, for example, through a more considered use of open-ended questioning

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

 build further on opportunities to extend children's independence through routine activities, such as snack time.

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who attend

The childminder has a good understanding of how children learn and develop. Planning and assessments are accurate and this ensures that the childminder is able to identify children's next steps and support them as needed. As a result, children make good progress in their learning and gaps are closed. Partnerships with parents are strong. This further supports children's learning and development, as the childminder maintains a two- way flow of information about each child's progress.

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who attend

The childminder speaks to children at their own level. She listens intently and models language back as needed. This supports children's emerging communication skills. The childminder is tuned in to children and is skilled at following their lead. For example, when a child notices a bird cooing, the childminder discusses with the child what the bird is doing. This maximises the learning opportunity and develops each child's understanding of the world around them. At times, however, the childminder does not use appropriate methods of questioning to build further on children's ability to think critically at all times.

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who attend

The childminder provides a balance of adult-led and child-initiated activities. These are supported by a range of accessible resources for all ages and stages of development. This allows children to develop their play and extend their learning. For example, when older children make kites, they feel confident to go to the shed and select the resources they needs to make a kite. When finished the childminder praises them. The children beam from ear to ear as they run around the garden with their new kites, experiencing the wind and its effects. Because of these positive interactions, children are eager and motivated to learn.

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

Children are happy and settled. This is a result of warm and positive relationships for all children. The childminder respects each child as an individual. This is reinforced by posters in a variety of languages and through celebrations of a variety of religious festivals. As a result, children develop a strong understanding of the world around them. The childminder regularly praises each child's efforts. As a result, children keep trying and their emotional well-being is fostered. The childminder is aware of the next stages in children's learning and knows how to support the move to school when the time comes.

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

The childminder helps children to develop an awareness of healthy living. She encourages regular hand washing before meal times and after using the toilet and encourages healthy eating through snack time and during role play. Safety is a priority and doors and gates are secure. Thorough risk assessments further keep children safe and daily checks ensure the environment is constantly fit for purpose. The large garden area is safe and provides many opportunities for children to develop physical skills. For example, children climb the different apparatus and experiment with different ways of sliding down onto the grass. The childminder has a good awareness of safety and a clear understanding of risk assessments. This ensures children are kept safe on the differing equipment. The childminder provides enough space however, to allow children to take safe risks and manage these appropriately. Consequently, they learn the skills needed to keep

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

Children's behaviour is good. This is because the childminder sets boundaries and has clear expectations. She acts as a good role model, which means that children quickly learn right from wrong. In general, children develop some independence skills as they make choices for themselves and help themselves to the resources they need. However, the childminder does not always make good use of everyday activities, such as snack time, to build on these skills further.

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provision

The childminder fully understands her roles and responsibilities to safeguard children. As a result, children are kept safe. Effective policies and procedures underpin the childminder's practice and these are reviewed regularly. Risk assessments are in place, alongside daily checks for all areas of childminding. This ensures that the safety of all areas is constantly reviewed, protecting children. Appropriate checks are in place to help ensure that anyone who has regular contact with the children is suitable to do so. Consequently, children are kept safe. The childminder has a strong understanding of the learning and development requirements. This allows for accurate assessment of children's progress to ensure they make good progress in their learning. The childminder is able to identify their next steps and liaises with parents to ensure support is targeted and effective.

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provision

The childminder attends relevant courses and liaises closely with the local authority. As a result, she continually improves and adapts practice. Self-evaluation is in place. The childminder uses this to identify any areas for improvement, gathering parent's views through questionnaires. For example, the childminder identified that she wanted to increase her understanding of the Early Years Foundation Stage. Subsequently, the childminder attended relevant training. This demonstrates her continued commitment to ongoing improvement.

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provision

Partnerships with parents are good. The childminder works hard to develop strategies to keep parents involved in their children's care and learning, and to help them to feel valued and an important part of the provision. She makes sure that relevant information is shared and that all parties work together to provide consistency for children. The childminder has a clear knowledge of the value of working with other professionals to ensure that children's needs are consistently met. This includes staff at other settings children attend, or teachers in local schools, to prepare children for their eventual move on.

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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 EY430251 Local authority North Lincolnshire Inspection number 965100 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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