Fedin, Anita

Inspection date

Previous inspection date 11/08/2014 25/11/2008

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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's accurate assessments of children's development and good knowledge of how to support children's learning means she plans challenging experiences that meet children's needs and promote their good progress.  The childminder's up-to-date knowledge of child protection enables her to fully implement procedures to protect children. This helps to protect them from harm.  There are strong partnerships with parents. They are kept well-informed about children's progress and are encouraged to share information on learning at home, enabling children's needs to be met consistently.  The childminder has good teaching skills and good knowledge of the Early Years Foundation Stage, ensuring children develop the key skills for the next stage of their learning.

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It is not yet outstanding because

 The childminder does not always make the best use of opportunities to model sounds of words during young children's play. Therefore children's speech development is not always well supported.  Opportunities to encourage children to manage their own personal needs are sometimes missed, meaning children are not fully supported 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 observed activities in the playroom and dining kitchen.  The inspector held discussions with the childminder.

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Inspection activities

 The inspector looked at children's assessment records and the planning documentation.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and other adults living on the premises.

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Information about the setting

The childminder was registered in 1991 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in the village of Strensall on the outskirts of York. The playroom, dining kitchen and ground-floor bathroom are used for childminding. The family have a pet dog. There are currently seven children on roll, four of whom are in the early years age range and attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays.

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

 strengthen support for younger children's speech development by making use of everyday opportunities to model different sounds and words

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

 provide more opportunities for children to manage their own personal needs, in order to fully develop their independence.

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who attend

The childminder has good knowledge of how children learn and teaching is rooted in a strong understanding of each child's individual achievements. She uses this to deliver challenging activities through effective teaching. For example, children of mixed age ranges readily play together to find pictures of ladybirds around the playroom. On finding a ladybird, the childminder adapts the activity to provide each child with developmentally appropriate challenge. Younger children are supported to count the spots on the ladybird and older children find the relating numeral on a number line. The childminder provides varied activities to support children in their development, with a focus on the prime areas of learning. For example, young children enthusiastically choose to slot toy animals onto a board, supporting physical development. The childminder introduces new words as children play and is generally effective in supporting children's communication and

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who attend

language. However, opportunities to model different sounds and words are sometimes missed, giving scope to improve in this area to further nurture children's progress.

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who attend

The childminder completes thorough and precise assessments, enabling her to plan effectively for all children. The childminder purposefully observes children's interests and ensures that resources are available to support them. She recognises that there are times when children enjoy practising a task a number of times. Therefore, she enables them to consolidate their learning by giving them time and space to develop their competencies, and celebrates their achievements with them. This results in children being motivated and interested learners who are progressing well towards the early learning goals.

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who attend

The childminder effectively engages parents in their children's learning. For example, parents contribute to assessments of their child's development throughout their time at the setting. Parents inform the childminder of what their child has already achieved on entry to the setting. The childminder uses this well to plan relevant activities for each child from the start of their placement and as a starting point to observe development. Parents also contribute well to their child's comprehensive summaries of development, including the progress check for children between the ages of two-and-three. This illustrates the childminder's full commitment to valuing parents as their child's primary carer.

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

The setting is warm and welcoming. The childminder is a positive role model who speaks kindly and offers lots of praise, creating a positive learning environment. The childminder's calm and patient manner enables children to feel reassured in her presence and motivated to learn. Children are supported to behave positively through the childminder's clear and consistent explanations and her strong emphasis on her setting being a safe and happy place. This supports children to learn how to keep themselves safe, meaning they play with self control. Where appropriate, the childminder works skilfully with parents to use agreed strategies to support children's behaviour well. As a result, concerns are quickly addressed and overcome.

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

Relationships are strong and children learn to value and appreciate differences. When very young children make new achievements such as walking, older children squeal in delight and celebration. This enables very young children to have a sense of belonging in the setting and supports their confidence in taking risks, particularly with their physical development. Children spend time in larger groups, preparing them for the next stage in their learning. They confidently take part in woodland activities with new people, enjoying the experience of using natural materials, such as bark and mud, moving around on uneven ground and making new relationships. Therefore, children are supported to develop skills and be emotionally prepared for their move to school.

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

The childminder supports children to lead a healthy lifestyle. She displays pictures of fruit and vegetables and promotes the practice of eating five portions of fruit and vegetables a day. The childminder encourages children to wash their hands before eating, and provides healthy snacks of banana, pear and breadsticks with water to drink. The children enjoy snack time. They behave well and show good manners. Consequently, snack time is calm and provides good learning opportunities. The childminder tends to children's personal needs promptly. However, some children are not given full opportunities to manage these themselves. This means that they are not fully supported to develop their own independence. Children are given regular opportunities for physical exercise in the secure garden and in the local park and woodlands. This further supports children in leading a healthy lifestyle and helps them to develop an appreciation of the outdoors.

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provision

The childminder has a good knowledge of the Early Years Foundation Stage and uses this knowledge well to meet her responsibilities for safeguarding children and promoting their learning, development and well-being. As a result, children flourish in this safe setting. Arrangements for safeguarding children are good. The childminder has attended training to equip her with the knowledge to identify signs of abuse or neglect and to respond to any concerns about a child in her care. The childminder maintains well-organised policies and procedures. She completes thorough risk assessments and has effective safety measures in place to help ensure children's safety. Adult household members complete suitability checks and the childminder supervises children well. Security of the premises is robust and prevents unauthorised access or the risk of any child leaving unsupervised. The childminder meets with other local childcare providers to share good practice and keep up-

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provision

to-date with developments. This enables her to evaluate her provision and make improvements. For example, since her last inspection, the childminder has monitored children's development with more precision and has enhanced her risk assessments.

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provision

The childminder skilfully monitors children's progress, as a result, is able to provide effective challenge to support development. Using her knowledge of child development the childminder places high emphasis on challenging children through play, ensuring children receive the support they need to make good progress. The childminder is skilful in identifying when children are involved in their learning, and uses these observations to monitor the effectiveness of the educational programmes she provides. As a result, children experience well-planned activities and make consistently good progress in their learning.

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provision

The childminder forms good relationships with parents and liaises with them as an ongoing process, to ensure that children's care and learning needs are fully met. The childminder has strategies in place to share information with other providers where children attend or when they are about to begin school, to provide consistency in their care and learning. These relationships are strong and with permission from parents the childminder meets with them to agree strategies to support children. She reflects on her provision and works in partnership with other childminders in the area to share good practice and make improvements. The childminder also has links with the local play provisions that she visits to provide valuable experiences for the children in her care. This is done purposefully to support children's progress. This results in children becoming confident and motivated learners.

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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 321311 Local authority York Inspection number 868686 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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