Childminder in North Yorkshire

Inspection date

Previous inspection date 25/07/2014 14/01/2009

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early years provision

This inspection: 4 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 3 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder does not keep an up-to-date record of children's attendance to ensure efficient management of the setting.  The childminder does not have a good enough knowledge of the learning and development requirements. This means educational programmes do not support children to acquire the skills and capacity to develop and learn effectively.  The childminder does not use information obtained about children's skills and interests when planning. Consequently, activities do not provide challenge for children and they are not always motivated to learn.  The childminder does not consistently encourage parents to share information about their child's learning on entry to promote a consistent approach to effectively support children's progress.

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It has the following strengths

 Children's self-esteem is promoted well through regular praise and encouragement. They form strong bonds and attachments to the childminder, which demonstrates that they are happy and settled.  The childminder's calm approach helps children to feel at ease and enjoy their time in her care.

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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 viewed all areas of the childminder's home that are accessed by the children.  The inspector observed play and learning opportunities for the children.  The inspector carried out a joint observation with the childminder.

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Inspection activities

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

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Inspection activities

 The inspector looked at and discussed a range of records, policies and procedures with the childminder, including evidence of qualifications and suitability.

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Information about the setting

The childminder was registered in 2004 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 15 and 13 years in Selby. The whole ground floor of the house and the rear garden are used for childminding. The family has one dog, two cats and a range of tropical fish. The childminder attends activities in the local area. She collects children from the local school. There are currently eight children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure a daily record of children's hours of attendance is kept and accurately maintained

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must:

 provide challenging and enjoyable experiences for children in all areas of learning and development by improving knowledge and understanding of the learning and development requirements, specifically the prime and specific areas of learning, so that children make the best possible progress

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must:

 use information obtained about children's skills, interests and preferences for learning to plan educational programmes and provide resources that capture their interest, challenge them and motivate them to learn.

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

 involve parents in their children's learning by improving the exchange of information on entry, to promote a consistent approach to supporting the children in their learning and development.

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who attend

The provision for children's learning and development is inadequate because the childminder does not have a good enough understanding of the Early Years Foundation Stage to help children make progress in the seven areas of learning. This means she is unable to plan challenging and enjoyable experiences to help children make good progress. For example, during a water play activity, the childminder did not extend children's learning and as a result, they lost interest and wandered away from the activity. The childminder observes children as they play, but she does not use the information gained from observations to assess children's progress and plan for the next steps in their learning. Consequently, she is unable to plan purposeful learning experiences and opportunities, based on children's individual learning needs. The childminder completes a written summary for the progress check for children between the ages of two and three

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who attend

years in partnership with parents. This means that parents are aware of the progress their child is making. The childminder sometimes listens to children during activities and asks them some questions to support their thinking skills. However, this is not consistent and does not successfully promote children communication skills. The childminder's teaching is weak, which means children's individual learning needs are not effectively met. This means they are not sufficiently gaining the necessary skills to support their future learning.

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who attend

The childminder has a friendly and warm manner with children, and as a result, they are happy and settled in her company. She provides an adequate range of resources and activities for children to explore. Regular outings to a local woodland area and days out further afield are enjoyed by the children. These outings suitably promote their understanding of nature and their local community. The childminder provides suitable opportunities for children to explore and learn about living things and where food comes from. For example, they grow vegetables in the garden. Children enjoy playing with the toys and activities available to them. For instance, the childminder provides some opportunities for children to develop their pre-writing skills as they enjoy making marks with pencils at an easel.

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who attend

The childminder provides parents with verbal feedback and a daily diary at the end of each session. She actively encourages parents to be involved in their child's learning. When children first start at the setting, the childminder liaises with parents to gather general information about children's individual care needs. However, she does not gather sufficient information about children's learning and what parents know their child can do at home. As a result, the childminder lacks some of the information to enable her to effectively support children's learning from the start.

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

The childminder has a calm approach with children and they form strong bonds with her. She gathers information from parents about their child's care needs to ensure children's individual needs are met. As a result, the children are happy and settled as they move from home to the childminder's home. However, the childminder does not record all the required information about children in her care because she does not keep appropriate records of attendance. This means children's safety is not assured. The childminder provides children with some opportunities to attend a range of groups within the community. This helps children to appropriately develop their confidence and build relationships with their peers. The childminder is consistent in her approach to promoting positive behaviour. Consequently, children are generally well behaved and respond to the boundaries implemented by the childminder. The childminder supports children's understanding of how to keep themselves safe, for

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

example by talking to children about protecting their skin from the sun. Children are encouraged to develop their self-care skills and an awareness of the importance of healthy practices through regular routines such as hand-washing. The childminder offers healthy snacks and encourages children to sit at the table to eat, which suitably promotes their social skills. Parents provide meals for their children and follow the childminder's healthy eating policy. Frequent outings in the local neighbourhood contribute to children's health. For instance, during visits to the local woodland area, children experience fresh air and have some opportunities to practise their physical skills. They gain confidence and coordination as they play and climb in the outdoor environment on large equipment. Consequently, they learn about risk and how to keep themselves safe.

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provision

The childminder has a secure understanding of how to protect children and has a range of written policies in place. She is aware of the procedures to be followed in the event of a child-protection concern being raised. These are shared with parents so that they are aware of her responsibility to safeguard children. Risk assessments are in place to ensure that any hazards within the home and outings are minimised. The premises are secure and the childminder uses visual checks of the areas used by children as an informal process of risk assessment. This maintains a safe environment for the children to explore. However, the childminder does not keep accurate records of children's attendance, which compromises children's welfare and safety in the event of an emergency evacuation. This is a breach of requirements for the Early Years Register and the Childcare Register.

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provision

The childminder does not have a good enough knowledge of the learning and development requirements in order to plan challenging and enjoyable learning experiences for children. This is because she does not regularly monitor children's achievements and progress. Consequently, she is not consistently identifying gaps in children's learning. As a result, children's development is not fully supported to help them make good progress in their learning.

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provision

The childminder has implemented some changes since the last inspection. For example, she has made some improvements by introducing a complaints procedure. However, the childminder does not have sufficiently robust arrangements in place to enable her to identify the strengths and areas for improvement in the quality of the provision. Consequently, she has failed to rectify weaknesses in her practice, which has resulted in breaches of requirements. This has a negative impact on children's learning and development. The childminder takes children to the local school and talks to them about their future move. She works with a small group of childminders in a local network and is keen to improve her knowledge, in order to make future improvements to the service she provides, by seeking support from local authority advisers to access future training.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep a daily record of the names of the children looked after and their hours of attendance (compulsory part of the Childcare Register)  keep a daily record of the names of the children looked after and their hours of attendance (voluntary part of the Childcare Register).

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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 EY299384 Local authority North Yorkshire Inspection number 861689 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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