Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 28/08/2014 11/11/2009

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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 teaches children by providing them with a varied range of interesting, age-appropriate activities and learning experiences. As a result, children make good progress in their learning.  The childminder understands about safeguarding procedures. She is confident to take prompt and positive action to ensure children are kept safe and well protected.  The childminder is committed to training as part of her continual professional development. She has successfully completed a recognised childcare course, which has increased her knowledge and improved her practice.  Children are effectively supported to think for themselves. This is because the childminder is skilful at giving them time to think before they speak so that they are able to express themselves well and share their ideas confidently with her.

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It is not yet outstanding because

 Information gained from parents does not always provide the childminder with the detailed information she requires to help her to further plan for children's future learning needs.  The childminder does not always help children to be fully involved in making choices and decisions about the toys and resources that are put out for them from the varied range available.

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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 looked at the areas used for childminding, indoors and outside.  The inspector spoke with the childminder and children during the inspection.  The inspector observed the childminder interact with children.

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Inspection activities

 The inspector looked at children's assessment files, planning documents, the childminder's range of policies and procedures and other records.  The inspector checked evidence of the childminder's suitability and qualifications.

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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 partner, one adult child and one child aged 13 years in Gilberdyke in the East Riding of Yorkshire. The whole of the ground floor and a bathroom on the first floor of the property are used for childminding. There is an enclosed rear garden for outdoor play. The family has a dog and a cat. The childminder walks children to and from local schools, pre-schools, parks and shops. She operates from 7.30am until 5.30pm, Monday to Friday, all year round, with the exception of Bank Holidays and family holidays. There are currently four children on roll, one of whom is in the early years age range. Children attend for a variety of sessions. The childminder has a childcare qualification at level 3 and is a member of the Professional Association for Children and Early Years.

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

 enhance the depth of information gathered from parents about what children can do at home, in order to further enrich the planning process

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

 help children to make their own independent choices and decisions from the varied range of toys and equipment that are available for them.

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who attend

The childminder fully understands how to promote the learning and development of young children. She teaches them through a varied range of stimulating, age-appropriate learning experiences. The range of activities includes those that take place at the setting and those that are arranged in the community. For example, children visit the local parks, shops and the nearby train station. When cooking activities are planned, the childminder takes children to the shops to purchase the ingredients. This enhances the learning experience for children and helps them to make important links in their learning. The childminder recognises the importance of helping children to learn by playing cooperatively alongside their friends and by being able to share toys and equipment. She uses the times when she meets with other local childminders and their minded children to carry this out. She also understands the importance of this to help children to socialise

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who attend

with others and form friendships with some children that they will later meet at school. This helps children to be emotionally and socially well prepared for school. The childminder understands the need for children to explore and investigate a wide range of different materials. She regularly provides a variety of art and craft activities so they can experiment with different resources and use a variety of techniques, such as painting and sticking. She provides tools, such as scissors, so that children can 'have a go' for themselves and learn by 'doing'. These are important skills for young children to learn and they form a secure basis for their later learning. It shows that the childminder understands child development, and as a result, children make good progress in their learning.

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who attend

The childminder forms close and trusting relationships with children, usually because some attend her setting over a long period of time. She uses this long-term knowledge and the observations that she carries out to assess the progress they make and think about how she can move each child forward in their learning. She uses this information to guide her planning of activities. The childminder shares information well with parents. However, she does not always gather the extremely detailed information she needs about what children can do at home to enrich the planning for individual children's learning and developmental needs. The childminder uses children's individual interests well to help them to learn. She provides the toys that children are particularly excited to use and finds ways to develop other areas of learning through this interest. For example, through books and stories, role play and activities focused on children's letter and sound recognition. The childminder

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who attend

provides children with lots of praise so that they are confident and motivated to try again and not give up. This shows the childminder is flexible to help children learn at a pace that suits them.

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who attend

Children are very willing to learn. They show this by responding very well to the childminder as she plays alongside them. She is particularly skilful at asking children questions in such a way that requires them to think for themselves and provide an answer. Children do this with confidence and accuracy. This helps with their speech and language and enables them to share their knowledge and understanding. As children play, the childminder takes every opportunity to test this out. For instance, when they work together to build a train track, the childminder asks children to look for the 'corners' and when they are unsure she suggests they look for the 'round bit'. She asks children about the different colours of the train carriages and which of the carriages are 'long'. The childminder encourages children to count the train carriages and helps them by suggesting they use their finger to point to each one. When reading a story, the childminder involves

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who attend

children by asking further questions and encourages discussions. If children are unsure, she is good at providing clues to help them to reach an answer and she praises their good attempts. This shows that the childminder encourages children to be active and involved in their learning, which are the skills they will need when they start school.

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

New children and parents are invited to take part in flexible stay and play sessions. This helps them to become familiar with the childminder and learn about their new environment. It also provides the opportunity for the childminder and parents to share information about the child to make sure that each one's individual needs are met. When children are moving on to other settings, such as pre-school, the childminder makes sure that she talks to children so they know what to expect. She also makes sure that she introduces them to other children they will meet at their new setting so friendships are formed, helping children to feel emotionally prepared. The childminder provides a good variety of toys and resources for children to experience and learn new skills. She makes sure that these are regularly rotated to keep children interested. The childminder organises a varied range of toys she knows children will enjoy before they arrive.

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

However, there are fewer opportunities for children to make their own independent choices and decisions from the varied range of toys and equipment that are available, including those in storage.

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

The childminder provides children with high levels of supervision as they play. This ensures she keeps them safe and is on hand to deliver words of caution so that children learn how to keep themselves safe. For instance, the childminder reminds children not to walk around when they are eating. When on walks in the community, she talks to them about road safety and she shares her fire evacuation procedure with children regularly so they remember what to do in an emergency. When using equipment, such as scissors, the childminder allows children to do as much for themselves as possible, but is on hand to make sure they are safe and well supervised. This allows children to independently experience and manage sensible risks while in an environment where it is safe to do so. The childminder encourages children to wash their hands frequently as part of the routine. She provides children with disposable paper hand towels so that the risk of cross-infection

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

is reduced and children learn good health and hygiene practices from an early age.

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

The childminder's ability to involve children as much as possible has a positive impact on their good behaviour. This is because their confidence and self-esteem are high. For example, she asks children to carefully remove the grapes from the stalks they have chosen to eat for their mid-morning snack before she thoroughly washes them. The childminder helps children to understand about healthy eating through conversations when they look at books together. She has a 'fruit chart' displayed in her kitchen and helps children to find the fruit they have chosen at snack, and if they wish, colour the picture in. This reinforces children's learning and encourages them to make healthy food choices. The childminder works closely with parents to meet their needs and she keeps them informed about their child's day through conversations and written accounts in each child's personal book.

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provision

The childminder understands about what she must do if she has any concerns about a child's welfare or well-being. She knows the signs and symptoms that indicate a child is at risk and understands who to report any concerns to. She is confident of the action she would take if she had any concerns regarding the inappropriate behaviour of other adults towards children. She has taken part in various training events that include first-aid and safeguarding training as part of her continual professional development. This means she is up to date with current information. The childminder has a varied range of record-keeping routines and written policies and procedures established to support children's safety and the smooth operation of her setting. These are regularly reviewed to ensure that they remain fully effective. The childminder has established a password system to use if a parent requests that an adult whom the childminder has not met before arrives to collect a

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provision

child. This ensures that children do not leave the setting with a person who has not been previously authorised by the parent. The childminder has a good knowledge and understanding of her responsibility to meet the safeguarding and welfare requirements of the Early Years Foundation Stage.

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provision

The childminder makes sure that she monitors children's learning and development and tracks their progress. The information she gathers is recorded and the documents are placed into children's individual box files to share with their parents. In addition, the childminder keeps examples of children's work and takes lots of photographs to share with parents so they know exactly about the range of activities and learning opportunities that their child enjoys. Each child's exclusive information provides their parents with a clear account of their unique 'learning journey'. The childminder meets regularly with other local childminders and they exchange information, which helps to keep her informed and updated. She has well-established links with local schools and playgroups, but there are currently no children in the early years age range that attend another setting. The childminder is, however, very aware of the benefits of working with other providers and

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provision

partners, and the positive impact this has on the consistency of care and education for children.

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provision

The childminder has addressed the recommendations that were raised at the last inspection. Since then she has attended a number of training events, including successfully completing a recognised childcare course, and has gained a level 3 qualification. This has increased her knowledge and enabled her to improve her practice. She is committed to continually developing her provision for children by taking part in more training, listening to parents and responding to the needs of children. The childminder has a good understanding of her responsibilities to meet the learning and development requirements of the Early Years Foundation Stage.

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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 EY292999 Local authority East Riding of Yorkshire Inspection number 856384 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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