Childminder in North Yorkshire

Inspection date

Previous inspection date 08/09/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 quality of teaching is good. The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. As a result, children engage in a range of interesting activities, which meet their individual needs and interests, and contribute to their continued good progress.  The childminder has a very good knowledge and understanding of her responsibility to safeguard children, which is successfully implemented in practice. This means that children are well-protected and can play and learn in a safe environment.  Self-evaluation and the monitoring of provision are good. This ensures that the childminder provides good quality care and learning opportunities for children. Her plans are suitably focused on strengthening her practice further.  The childminder has established strong partnerships with parents and other settings that children attend. She encourages them to share what they know about their

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This provision is good

children. The childminder also keeps them fully informed about children's achievements and progress.

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It is not yet outstanding because

 Children have fewer opportunities to see written words and pictures in the learning environment, in order to extend their language development and understanding that print carries meaning.

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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 had a tour of the areas used for childminding, including the lounge, dining kitchen, downstairs toilet and rear garden.

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Inspection activities

 The inspector looked at a range of documentation, including evidence of childminder's qualifications, suitability of household members over the age of 16 years, a selection of policies and children's learning records.

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Inspection activities

 The inspector observed children playing and talked to the childminder and children throughout the inspection.

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Inspection activities

 The inspector acknowledged the views of parents through a range of written documentation through completed questionnaires and letters.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged seven and four, in Sutton in Craven, in North Yorkshire. The whole of the ground floor and rear garden are used for childminding. The childminder attends toddler group and activities at the local children's centre. She visits the shops and parks on a regular basis and collects children from the local schools and pre-schools. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, Monday to Friday, from 7.30am to 6pm, except bank holidays and family holidays.

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

 enhance the learning environment both indoors and outdoors by making it richer in print and pictures, to promote and support children's understanding of words and what they mean.

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who attend

The childminder has a secure knowledge of how children learn and develop, which supports her to meet children's needs. She understands the importance of working in partnership with parents and gathers comprehensive information about children's starting points, individual interests and needs. This helps children to settle happily in her care. Regular observations of children's progress identify their stage of development and inform plans for the next steps in their learning. These are closely linked to children's interests and help them to acquire the skills and motivation to learn successfully. The childminder has developed good skills, knowledge and understanding of the characteristics of effective teaching and learning. As a result, she fully extends children's learning as she sensitively joins in with their play. For example, the childminder knows how children love to play with animals and read books about them. She encourages children to get out the animals and

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who attend

shows them the animals in the books. The childminder then stands back and allows children time to play and explore and use their imagination as they play with the animals and look at the pictures of them. This means that children enjoy a good balance of adult- led and child-initiated activities throughout the day. The childminder encourages parents to be involved in their children's learning. She makes very effective use of her daily discussions with parents to talk about children's progress and how learning can be supported at home. The childminder encourages parents to contribute to their learning at home and share their own observations of their children's achievements. Although the childminder has not needed to complete the progress check for children between the ages of two and three years, she has a good understanding of this procedure and has an example to show parents, when the time arises.

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who attend

Children are able to access a very good range of age appropriate toys and resources, of which some are labelled. However, there is room to further enhance this through extending the display of words and pictures within the home and outside to help children begin to recognise that print carries meaning. Children eagerly respond to the childminder asking them if they would like to look at some animals. Children go and fetch the toy horse and tell the childminder what it is. The childminder complements this activity with the children and shows them the book about castles and horses. Together they sit and look through the book, they count the horses they see and young children confidently count up to three. They then describe to the childminder which horse is bigger and smaller. This helps to promote their listening and attention skills, as well as their mathematical development. The childminder extends the activity around horses and

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who attend

together they sing songs linked with horses. For example, children join in singing 'Horsey horsey', completing the actions and clapping when they have finished. This helps them to develop their early listening skills and to follow instructions.

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who attend

Children get many opportunities to develop their communication skills with the childminder as she talks constantly to them involving them in good conversations. For example, young children pretend to take the doll for a walk in the pushchair. The childminder asks children where they are going and they tell her 'a walk'. Children's language and literacy skills are promoted well by the childminder. For example, they select from a very good selection of age-appropriate books. She encourages them to sit with her and together they look at the different pictures of the trains in the book. Children repeat the story as it is told by the childminder. They point out the trains, naming them to the childminder who gives lots of encouragement and praise. This helps to boost their confidence and self-esteem. Children's literacy is further promoted by attending the local library and children's groups for singing and other activities. This helps to develop their

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who attend

social skills, which helps children to have the key skills needed for their next stage in learning. Children love going outside in the garden and they independently put on their wellington boots. When outside they water the flowers and vegetables they have grown and play on the ride-on toys. The childminder ensures that children get good opportunities to express themselves through a very good selection of messy play. For example, children play with dough, they bake and decorate biscuits to eat, stick and paint. The childminder offers a very homely environment where children have lots of fun and enjoyment throughout their day.

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who attend

The childminder works successfully with teachers at the local school and nurseries that children attend. Regular visits to toddler groups provide young children with the opportunity to mix with others and develop good interpersonal skills. They gain confidence in speaking out as they take part in group activities. These opportunities help them to develop key skills for their future learning.

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

The caring and sensitive nature of the childminder means that children form secure attachments and their emotional well-being is consistently supported. Younger children are nurtured by the childminder, who fully understands and responds to their physical and emotional needs. They spend quality one-to-one times with her engaging in activities, such as sharing books and participating in messy play. There is a clear bond between the childminder and children, as they laugh and play together. The childminder is full of fun and children are clearly happy, content and motivated by her enthusiasm. The arrangements for supporting children as they move from home to the provision are carefully planned with parents, to meet each child's individual needs. Through close links with parents, changes are discussed and plans updated to reflect the alterations in the child's overall development. As a result, children very quickly adapt to the environment

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

and daily routines, and settle well and confidently form new friendships. The childminder provides opportunities for children to make choices in their activities. She also, very importantly, provides a familiar routine, which helps them feel safe and self-assured. This successfully supports children with the move from home to the provision.

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

Children develop good self-help skills because the childminder teaches them to become independent and encourages them to do things for themselves whenever possible. For example, younger children are encouraged to feed themselves at lunch and snack time. Their good health and self-care is securely embedded as they attend to their own care needs, with good support and guidance from the childminder. For example, younger children help to wash their hands prior to having food and after having their nappies changed. The childminder teaches children to be aware of the importance of healthy eating as she provides children with healthy snacks. For example, she provides fruit, crumpets and toast, all of which contribute to a healthy lifestyle. Children are given a healthy lunch and home cooked meals where required. The childminder ensures that young children have access to drinks throughout the day of water and milk, in their

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

drinking cups. Children have daily access to outdoor play to ensure they receive regular fresh air and exercise. They also have good opportunities to relax and play quietly. The childminder also takes children regularly to local parks and out for walks in the community to places of interest. For example, parks and farms. As a result, children's health and hygiene is successfully promoted, which in turn has a positive impact on their physical and emotional well-being.

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

Children respond to lots of positive interaction from the childminder as she praises them for their achievements and when they independently carry out tasks. Young children express their feelings if they are tired, hungry or cross and seek the comfort of the childminder if they are upset. Young children begin to respond to appropriate boundaries with encouragement and support because the childminder maintains a clear and consistent approach. This helps children manage their feelings and behaviour. The childminder is fully aware of the need to manage behaviour at a level that is appropriate for children's ages and stages of development and understanding. As a result, their behaviour is consistently good. The childminder gives high priority to keeping children safe both indoors and when on outings. Children are kept safe as they are closely supervised at all times and can access a wide range of developmentally appropriate toys and equipment.

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

Consequently, they can explore and investigate objects and materials using all their senses in complete safety. The childminder teaches older children about road safety and Stranger danger, which helps them to develop their understanding of keeping themselves safe.

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provision

The safeguarding and welfare requirements are well promoted. The childminder understands and meets her responsibilities in relation to the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder has completed safeguarding training and demonstrates that she understands how to keep children safe. She knows what to do if she has concerns about a child in her care. Information about who has parental responsibility is completed for each child. This ensures that the childminder knows who has legal contact, to keep children safe from harm. Risk assessments are used daily by the childminder to assess and safely deal with potential risks. All adults in the house have undergone the required suitability checks and are suitable to be in contact with children. Children take part in fire drills and they learn to keep themselves safe, as they become familiar with the evacuation procedure. The

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provision

childminder manages risks to children's safety and supervises them closely to keep them safe.

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provision

The childminder has a good understanding of her responsibility in meeting the learning and development requirements. She monitors the educational programmes to ensure all areas of learning are covered and that they provide suitable challenge for children. She carefully reflects on activities and uses this information, along with her secure knowledge of child development and children's interests, to help with future planning. The childminder supports children to take part in a wide range of child-initiated and adult-led experiences, which are stimulating and varied. She uses a tracking system and regular assessments, which clearly aids the good progress children are making. The childminder's commitment to improving the provision for children is good. In the short period as a childminder, she has reflected on her practice in a very positive way. For example, she seeks advice from her local authority and uses self-evaluation as a way to identify her

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provision

strengths and areas for improvement. The childminder has attended training, such as safeguarding and food hygiene courses. Consequently, children benefit from her commitment to maintaining continuous improvement.

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provision

The childminder has demonstrated good progress in establishing a strong setting. Partnerships with parents are good because they share information daily about their child. The views of parents and children are used by the childminder to help her evaluate the service she offers. For example, changing care routines to ensure children are offered consistency at home and at the setting. Parents speak highly of the childminder and say how they are very happy with their children's progress. The childminder understands how to refer children for additional support if it is required. She liaises with staff at local pre- schools and schools that children attend. She has a clear understanding of the importance of working with other agencies to support children make good progress.

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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 EY473427 Local authority North Yorkshire Inspection number 961027 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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Name of provider

Date of previous inspection not applicable

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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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