Childminder in Kingston upon Hull

Inspection date

Previous inspection date 22/08/2014 27/10/2011

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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

 Teaching is good because the childminder is knowledgeable and has an excellent awareness of how young children learn. She makes the most of opportunities to enhance children's learning further through play, activities and discussions.  Partnerships with parents are good. The childminder gathers information from parents and other settings to inform her initial observations. She continues to complete well- organised, thorough observations, which are reflected in the planning of activities to help children progress well in their learning and development.  Children who speak English as an additional language are fully supported. This is because familiar words in their home language are used by the childminder during stories and within discussions. This enables them to become confident communicators.  The childminder safeguards children's welfare because she has a good understanding of safeguarding issues. She manages and evaluates all areas of her service well and

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This provision is good

attends regular training courses to enhance her practice even further.

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It is not yet outstanding because

 Older children are not always supported to maintain and consistently follow healthy practices, such as hand washing after the toilet in order to prevent the spread of infections.  More able children are not consistently challenged and supported to handle tools and objects safely and with increasing control.

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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 the childminder's and the assistant's interaction with the children and spoke to the childminder throughout the course of the inspection.

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Inspection activities

 The inspector looked at children's learning and development files. She also looked at the planning and assessments of children's progress.

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Inspection activities

 The inspector observed the snack and lunchtime arrangements and also completed a joint observation with the childminder. She also observed the childminder's interaction with her assistant.

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Inspection activities

 The inspector looked at documentation that supports the safety of children, including evidence of the childminder's suitability and training certificates. She also looked at a selection of the childminder's policies, including the safeguarding policy and procedures, risk assessments and self-evaluation form.  The inspector took account of the views of parents spoken to on the day.

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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 three adult children and works with an assistant, in the east area of Hull, North Humberside. The whole of the ground floor of the home is used for childminding. There is an enclosed garden available for outdoor play. The family has a dog as a pet. The childminder attends toddler groups and visits the nearby shops and park on a regular basis. She is able to collect children from the local schools and pre-schools. The childminder operates all year round, from Monday to Friday, 8am to 6pm, with the exception of bank holidays and the childminder's holidays. There are currently nine children on roll; of whom, seven are in the early years age group and attend for a variety of sessions. The childminder supports children who speak English as an additional language and receives support from the local

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Information about the setting

authority. She has a level 3 home-based childcare qualification and is an accredited childminder.

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

 strengthen hygiene procedures further and consistently follow them, with particular regard to older children washing their hands independently after using the toilet

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

 maximise the opportunities and support more able children have to learn how to handle tools and objects safely with increasing control, such as scissors.

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who attend

The childminder's quality of teaching is good. She fully understands how to support children's learning and development because she offers activities created from children's interests and experiences. For example, a visit to the seaside is enhanced further by developing a creative display. As children colour pictures of sea creatures and discuss what they saw at the beach, the childminder gives good prompts and asks open-ended questions. This enables children to think and make comments as they recall what they enjoyed on this outing. This extends their ideas and helps them to link their learning. The childminder enhances younger children's learning further by promoting recognition of the colours they use and encourages them to count the fish pictures. This supports children's mathematical and creative development. The childminder observes children regularly and assesses their progress to identify where they are in their development. Children's

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who attend

individual profiles include detailed observations, photographs, samples of their work and records of their progress. The childminder uses children's individual next steps in learning to plan experiences on a weekly basis. She provides a wide range of activities that meet children's individual learning needs and fully capture their interest. This means they are motivated and stimulated to take part, and they consolidate what they can do through conversation and being active participants. Consequently, children show good levels of development for their age and are making good progress to support them in their next stage of learning, for example, school.

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who attend

Communication and language are supported and encouraged well and rhymes play an important part in the childminder's home. The childminder and her assistant interact skilfully with children. They both consistently support children to take turns to pick a rhyme. Children enthusiastically sing and move to the rhythm and follow the actions to the words. This supports their language and physical development well. Children who speak English as an additional language listen to stories and are encouraged to say some words in their home language. This enables the child and the childminder to practise words and repeat them to develop a real understanding of the meaning of the words. This very successfully helps children to become skilful and confident communicators. The childminder sounds out relevant letters to help children further as they explore the alphabet symbols on the rug. This actively promotes children's phonic awareness. The

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who attend

childminder encourages children to count during activities so they learn to count accurately in their play. For example, as they roll a ball to each other. This is extended further as the childminder supports older children to count on one more, promoting their mathematical knowledge of counting beyond the teens up to 20. However, although children are challenged well in their learning, more able children do not always have sufficient opportunities to handle tools and objects safely to develop their control and coordination further, such as using scissors during craft activities.

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who attend

The childminder is fully committed to working in partnership with parents to ensure continuity of care and learning is achieved for children. Children settle well with the childminder. This is helped through pre-visits and meetings where parents share what they know about their children. The childminder uses this to complete a baseline assessment of children's starting points. She shares information well with parents because she provides information linked to her planning to help parents be more fully involved in shared learning experiences. For example, she sends home leaflets on road safety to support that weekly theme. This enables parents to use this information to extend their children's interests further at home. The childminder has daily discussions with parents to find out what their children are learning at home and encourages parents to look at their children's profile. This means they successfully contribute towards their child's learning

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

The children have established strong bonds with the childminder and her family and assistant, which effectively promotes their emotional well-being. Children confidently talk to the childminder's friends and visitors, displaying their understanding of speaking and listening in a range of situations. Children develop high self-esteem because the childminder uses very positive language when talking about the children and their families. Children access their own choice of play and toys from easily accessible toy boxes, freely available throughout the room. Children are happy and enjoy playing with the toys of their choice; this shows their interests and develops their independence well. Children have plenty of opportunities to be imaginative. For example, they engage in pretend kitchen play and make plates of play food for everyone. They share their experiences and develop an awareness of the importance of being kind and sharing their play. This means

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

children's all-round development is effectively supported as the childminder provides them with a homely, welcoming environment. The childminder responds well to children's emotional needs and recognises when they need reassurance and comfort. For example, she supports children through change, such as using her established links with the local primary school. She visits the school with the children and has group discussions with older children to explore younger children's feelings. This helps to ensure the children are emotionally prepared when they move onto the next stage in their learning, such as school.

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

The childminder and her assistant are positive role models for children and have high expectations of them, encouraging good manners and thoughtful behaviour. Consequently, children behave well and understand expectations. Children play cooperatively, for example, they play alongside each other with the ball, rolling it gently to each other as they count. The childminder skilfully supports younger children to join in this game by explaining what to do with guided interaction. This inspires children to develop the skills they need by working out what to do and mastering what they can do. This also supports children's physical development as they learn control of their large and small movements. The childminder carefully reminds children not to bump their heads as they collect balls up from underneath the table. As a result, children begin to recognise and avoid potential hazards. Lunch is provided by parents in a 'pack up' and the childminder

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

discusses healthy foods, promoting their understanding of healthy eating. Snack and lunchtimes are sociable occasions. Independence and personal care is promoted through following simple tasks, such as hand washing before snack and lunch. However, older children are not always reliably supported to consistently follow through hygiene practices, such as hand washing after using the toilet as they sometimes forget and are not reminded.

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

Children's entry into the childminder's care is managed well. Information is accepted from other early years settings and is used by the childminder to help children settle and extend their interests. The childminder attends many local groups, such as the soft play centre and toddler groups, to extend children's social experiences. This enables children to develop confidence and independence in situations as they explore other facilities through regular group experiences. This means children's social and physical skills are promoted and they learn about behaviour expectations in the wider community. Consequently, children grow in confidence, positive relationships are fostered and they learn and develop effectively.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She regularly completes safeguarding training to continually develop her knowledge of how to keep children safe. Consequently, she is very knowledgeable about the procedures to follow if she has any concerns. The childminder has a good range of policies and procedures, which are implemented successfully. Children are supervised well at all times and all the required documentation is in place and well maintained. She completes detailed risk assessments of the home, dog, garden and outings and takes effective action to minimise potential risks to children. All required household members and her assistant are suitably checked and the childminder maintains a record of any visitors to her home. The childminder maintains children's records accurately and ensures that all parental permissions are in place. This means that effective

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provision

procedures are established to protect children.

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provision

The childminder holds a relevant childcare qualification at level 3 and extends her knowledge further by attending additional training. She ensures her assistant has undergone checks and training and is beginning to monitor her practice on an ongoing basis. This ensures all policies and procedures are consistently implemented. As a result, they work well together and they continually evaluate their setting to ensure they provide effective care and learning for children. The childminder has successfully met the two recommendations that were raised at the last inspection. She has completed a detailed self-evaluation of her provision and has identified clear strengths and areas for improvement and she has increased the range of natural resources by developing treasure baskets with a range of natural and real items. She has realistic plans and evaluates children's experiences to enhance her future planning. The childminder has a clear vision

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provision

for the future. She is fully committed to working closely in partnership with the local school, pre-schools and other childminders to make sure that children are well supported and benefit from consistency in care and learning.

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provision

The childminder offers a broad range of activities and experiences that cover all the seven areas of learning. She shows an accurate understanding of the children's abilities and consistently identifies their next steps in learning. This enables her to highlight any potential learning gaps efficiently. Consequently, the childminder has good monitoring and assessment procedures in place that effectively assess children's good progress from their starting points. Partnerships with parents are good. Ongoing discussion, individual diaries, text messages and emails keep them well informed of their children's day and forthcoming events. The childminder confidently discusses and understands the importance of working with other professionals and/or the local authority to provide support for all children when the need arises. This promotes the sharing of information to establish how children's learning and development and care needs are supported. This provides good continuity of

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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 EY351320 Local authority Kingston upon Hull Inspection number 863354 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 9

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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

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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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