Childminder in Kingston upon Hull

Inspection date

Previous inspection date 20/08/2014 15/03/2012

p.1

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

p.1

This provision is good

 The childminder has robust safeguarding policies and procedures, which she follows to ensure that children are kept healthy and safe in the setting and on outings in the local community.  The childminder has strong partnerships with parents, promoting a shared approach to their children's learning. Consequently, children make good progress towards the early learning goals.  The children settle quickly into the welcoming environment and benefit from warm and secure attachments with the childminder.  The childminder regularly evaluates her practice with parents and children, to identify what she does well and to continue to improve, through training and through working in partnership with other professionals.

p.1

It is not yet outstanding because

 Some children have fewer opportunities to review their progress and learning over time.

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 looked at documentation, including policies and procedures, planning and children's learning journeys.

p.2

Inspection activities

 The inspector observed the childminder interacting with the children during their play.  The inspector looked at the parts of the house and garden used for childminding.

p.2

Inspection activities

 The inspector discussed with the childminder how she meets the needs of all children attending the setting.  The inspector checked evidence of the suitability of household members.

p.2

Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband on the outskirts of Kingston Upon Hull. The whole of the ground floor and garden are used for childminding. The family has two cats as pets. The childminder attends a number of groups with the children in the local community. She visits the park and library on a regular basis. She collects children from the local schools and nurseries. There are currently seven children on roll, of whom six are in the early year's age range. She operates three days a week, all year round, from 7.30am to 6pm, except bank holidays and family holidays. The childminder has a level 3 childcare qualification.

p.3

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

 enhance opportunities for all children to review their own progress and learning, for example, through sharing photographs with the children of activities they have enjoyed previously.

p.3

who attend

The childminder plans an exciting range of activities for the children, both in the setting and in the local community. Children are encouraged to play and explore as they access a good range of resources independently. The childminder provides well-planned learning opportunities, in response to observed interests and next steps in children's learning. For example, the childminder takes the children to a local aquarium, as part of a planned topic called 'under the sea'. The children learn about the different animals that live in the sea, which ignites their interest. The childminder supports the children in making a small aquarium in the setting, to extend their interest and learning. The children learn number rhymes about fish, supporting their early mathematical development. The childminder enthusiastically joins in with the children's games. They ask her to play a card game, matching pictures of animals. The childminder effectively supports their communication

p.3

who attend

and language skills, as she teaches them the names of the unfamiliar animals on the cards. She sensitively reminds them that they need to take turns in the game. The children are well supported to be ready for their next stage of learning, including school.

p.3

who attend

The childminder monitors the children's progress and accurately identifies when they need additional support, which enables her to close any gaps in their learning. She effectively supports parents if they have concerns about their children's development. Every child has their own learning journey that documents their achievements. The childminder encourages children to talk about their experiences, so they can reflect upon their learning. However, she does not always make the best use of differing strategies for children who are less confident in their communication and language skills. As a consequence, these children occasionally have fewer opportunities to review their own progress and learning.

p.3

who attend

The childminder gathers information from parents when children first join the setting, so that she is familiar with the children's capabilities, interests and home routines. She uses this information, alongside her own observations, to establish children's starting points. This enables her to plan challenging experiences for children, right from the start, to help them make good progress and to follow their interests. Parents continue to be fully engaged in their children's learning and development. The childminder seeks parent's views on what they want their children to learn and these are incorporated into the planning. She asks the children for their views on what activities and outings they want, to ensure that children enjoy their time in the setting. She shares her regular assessments of children's attainments, so that parents can support their learning at home.

p.4

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

The children are happy and secure in the setting, and benefit from warm and secure attachments. The environment is welcoming and there are a good range of resources to motivate the children, inside and outdoors. The children start the day by self-registering, by placing their photographs on a board, encouraging a strong sense of belonging in the setting. The children behave well and this behaviour is reinforced by the childminder, who is a good role model. She gives consistent messages about behaviour, so the children understand what is acceptable. The children are encouraged to take turns and share resources. This supports the children's social development and promotes friendly behaviour when playing together. The childminder effectively supports every child's emotional development. She has a range of resources, including picture books and puppets that focus on a range of emotions, which she shares with the children.

p.4

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

Consequently, the children become increasingly confident to talk about their feelings and are learning how to manage them. The childminder has regular routines during the day, which make the children feel secure. She recognises and responds to children's attempts to communicate their need to rest and when they want to be active. She has a flexible, calm and positive approach to all children, which effectively promotes their emotional well- being.

p.4

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

The children are encouraged to become independent with their health and self-care skills. They manage their personal needs appropriately, according to their ages and stages of development. The childminder supports parents' routines to promote children's self-care skills, for example, she continues the parents' strategies for potty training. This enhances children's efforts to become increasingly independent. Parents are given a daily diary at the end of the day, so they know about their child's routines and achievements. Parents value this daily communication and are encouraged to share information from home. The children enjoy a range of healthy snacks throughout the day. The children have opportunities to be outside every day. The childminder plans outings to the local park, where the children enjoy running and playing on the equipment. The children are encouraged to try new challenges, for example, travelling across balance beams in the

p.4

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

park. They are encouraged to think about the risks involved, and this encourages them to engage in new experiences, promoting a 'can do' attitude. The childminder supports children who are unsure about attempting new activities, letting them watch until they feel ready to participate. This helps children feel safe before attempting something new.

p.5

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

The childminder has good induction arrangements to help children settle in the setting quickly. Prior to children starting in the setting they have short visits with their parents, so they get to know the childminder and the new environment. This strongly promotes their emotional well-being. When children have been attending the setting for a short time, the childminder asks parents to complete an evaluation of how well they think their children have settled. The childminder uses this information to identify how she can continue to improve her practice. The childminder supports children who are moving on to school effectively through strong partnership working. She shares information about the children to ensure that the school are ready to meet the children's needs.

p.5

provision

The childminder has a comprehensive range of policies and procedures that are consistently followed to ensure the health and safety of the children. She shares these with parents as part of a robust induction process, and this means that parents are confident that their children are kept healthy and safe. The childminder has risk assessments for the house, garden and outings to further ensure the care and safety of the children. She fully understands her responsibilities and the steps to take in the event of any concerns about children. The house and garden are secure, and children are always carefully supervised, to ensure their safety. The childminder has completed recent safeguarding training and holds a current paediatric first-aid certificate. As a result, children are safeguarded well.

p.5

provision

The childminder completes regular observations and assessments for each child, which inform the planned activities and experiences. She has a good understanding of the next steps for each child and this means that the children make good progress in their learning and development. She swiftly identifies if any children need extra support in an area of learning and plans timely interventions. This means that any gaps in children's learning and development are closing. The childminder shares information about the children's progress with parents regularly, including the required progress check for children between the ages of two and three years. She actively seeks parent's involvement to promote strong partnerships. Consequently, the children enjoy a wide range of experiences, both in the setting and at home. Children are given good levels of challenge, appropriate to their age and stage of development.

p.5

provision

There is a strong commitment by the childminder towards continuous improvement. Parents and children's views are valued and included in her self-evaluation, and this further enhances the childminder's practice. The childminder reflects critically on her practice and effectively identifies her priorities for improvement. She attends training events to continue her professional development. She has strong partnerships with the local schools, nurseries and other childminders. The childminder has a good partnership with the local authority, which provides support and guidance. This gives further opportunities for her to reflect upon her practice and continue to meet the needs of all children, so they enjoy their experiences in the setting and are ready for their next steps in learning.

p.5

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 EY347992 Local authority Kingston upon Hull Inspection number 863212 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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