Childminder in North Yorkshire

Inspection date

Previous inspection date 29/09/2014 26/08/2009

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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 plans rich, varied, exciting and imaginative learning experiences based on individual children's interests. Therefore, children are motivated and involved in their learning, so they make good progress.  The childminder effectively develops secure, warm and trusting relationships with the children and provides them with a safe environment. As a result, children behave well, play cooperatively and they are emotionally prepared for the next stage of their learning.  Children make good progress in developing communication and language skills due to the childminder's skilful use of questions.  Children are safeguarded and protected from harm. This is because the childminder fully understands her role and responsibility in protecting children.

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It is not yet outstanding because

 There is scope to improve access to writing and drawing tools in the indoor and outdoor environments to allow children to make choices about when they write, draw and make marks.  Parents are not always routinely provided with information about how they can support their children to achieve their next steps in development and learning.

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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 spoke to children and observed play and learning activities inside and outside.  The inspector checked evidence of suitability and qualifications of the childminder.

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Inspection activities

 The inspector looked at the children's assessment records, planning documentation, the childminder's self-evaluation form and some written policy documents.

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Inspection activities

 The inspector took into account the view of parents and carers spoken to on the day, as well as the feedback from parents and children gathered through written questionnaires.

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Inspection activities

 The inspector held discussions about learning, progress and behaviour with the childminder at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband, mother-in-law and one adult child in a residential area of Harrogate. She has two dogs as family pets. Five rooms on the ground floor of the childminder's house are used for childminding, including the downstairs toilet. There is an enclosed private garden with three patio areas and lawn, which are used for outdoor play. There are currently four children in the early years age group on roll and they attend for a variety of sessions. The childminder receives funding for the provision of free early education to children aged three- and four-years-old. The childminder collects and takes children to a local pre- school. She regularly visits local parks, horse stables and other places of interest.

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

 develop further children's independent access to writing and drawing tools inside and outside, in order to enrich their choices about when they can draw, write and make marks for a purpose as part of their play

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

 enhance the already good information that is shared with parents by providing them with the next steps for their child's development and learning, so that they have the information needed to better support their child's learning at home.

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who attend

Children are warmly welcomed into the childminder's home where their individual learning and development needs are very well met. The childminder has very good knowledge of how young children learn. She observes children regularly and uses this information effectively to plan inspiring, creative and imaginative experiences, both in the indoor and outdoor environment. Each area of learning and development is implemented through planned, purposeful play and through a mix of child-initiated and adult-led activities. For instance, when two children show an interest in large animals and dinosaurs, the childminder skilfully weaves this interest through a wide range of stimulating activities that help children learn across all areas of development. For example, children use non-fiction books and information and communication technology to look up information about their favourite animals and dinosaurs and play with a Noah's ark as they learn about the story

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who attend

of the animals going in two by two. They take toy animals outside and create enclosures for them in the garden, talking with enjoyment about the time they were allowed to wash the childminder's dogs in the water tray. Teaching is strong and the childminder develops lots of interesting ways to extend children's interests and abilities, such as going on a walk with torches as it starts to get dark to look for animals and dinosaurs. As a result, children are fully engaged, motivated, chat confidently about the things they know and make connections in their learning. Generally, children are able to access a wide range of toys and resources to support their play and learning. However, tools for drawing and making marks in preparation for early writing, are not always freely available at all times. Consequently, the childminder overlooks some opportunities to extend children's learning by using pencils, crayons and paper to enrich their discoveries and imaginary play.

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who attend

Children grow in confidence and self-esteem because they are given choices and made to feel involved in planning what they do. For example, the childminder asks questions, such as 'What would you like to take down to the garden today?' She then makes sure that children have the resources they need to follow their interests and build on their developing fascinations, such as a basket full of balls to roll that are of different sizes, shapes and textures. This careful planning of exciting and motivating experiences ensure children make good progress and they are developing the skills they need for their next stage in learning and the eventual move onto school.

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who attend

The childminder is skilful and effective in supporting children's different stages of language development. For instance, she supports a young child just beginning to name objects to join in with conversations by offering lots of praise and encouragement. Another child is encouraged to use newly developed first words by offering simple choices, so they have to respond with a verbal answer. Older children, who are speaking in sentences, are encouraged to explain themselves in more detail through the use of effective, open-ended questions. For instance, when reading a story using props, she asks the child questions to make them think and gives them lots of time to frame their reply. As a result, children make good progress in the key area of language development.

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who attend

Each child has an individual learning journal file containing assessments, examples of their work, observations and photographs. These are used to record and track children's achievements and they are accurately matched to the guidance document 'Early years outcomes', so that the childminder is confident in the levels of progress they are making. Children's initial assessments are completed using information from parents, so that the childminder knows and understands what they can already do and plan to move them forward with their learning. Parents have access to their child's learning journal, which keeps them informed of their progress. Also, they are actively encouraged to talk informally to the childminder about any successes or concerns. Parents clearly value the daily diary that communicates the care the children have received during the day, alongside the activities they have enjoyed. However, this diary does not consistently make

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who attend

clear the next learning steps identified to help children progress, so they are not always successful in helping parents to know how they can better support their child's learning at home.

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

Children are happy and secure and behave well towards each other because the childminder sensitively supports their personal, social and emotional development. For example, in order to become familiar with the new environment, children visit the childminder's home with their parents for several sessions before they start. During this time, parents share information about children's individual interests and needs, so that the childminder can plan to meet these. This two-way flow of information then continues throughout the placement, with the childminder taking time to talk to parents at the end of each day, if there is something significant to share about children's health or well-being. Parents also know they can contact the childminder in the evening to talk about any issues in more detail. Therefore, effective partnerships with parents are developed to ensure that children's health and well-being are well promoted. The childminder is sensitive to events

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

that may affect a child's emotional confidence, such as starting pre-school, moving house or the arrival of new siblings and effectively adapts routines to suit individual children's changing requirements. For instance, a child is given some quiet time when coming to her house straight from the pre-school to allow them time to adjust. The childminder talks about school and pre-school with the older children, building their understanding of what to expect when they make the move, so helping them to be emotionally prepared for when this happens. For instance, she talks about the difference in the size of the toilets at the pre-school and home and what the child should do if they need to visit the toilet while they are at the pre-school. Therefore, the childminder provides effective emotional support for children throughout times of change.

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

The childminder supports children to lead a healthy lifestyle. Snacks are healthy and drinks are a choice of water or milk, promoting dental health. Children bring their meals from home and the childminder gives appropriate support to them as they eat. They are supported to develop skills to manage their own personal needs relative to their age. For instance, older children are encouraged to take off their own coats and hang them on their peg. Older children use the toilet and wash their hands independently. These skills help children to be ready for their move onto school. Snack and mealtimes are social occasions when all children are seated together around a table. This provides an effective opportunity for children to interact with each other and with the childminder. Children learn to help to tidy away their toys and to take responsibility for their belongings, themselves and each other. This prepares them well for their future learning. The

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

childminder helps children learn to keep themselves safe as they practise road safety on local outings. They also learn about risk avoidance during routine activities, such as climbing up and down stairs. For example, she reminds the youngest children to turn and climb backwards down the step leading to the outdoor area, so that they do not fall. As a result, children are developing a clear awareness of their own safety and that of others.

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

The environment is safe, welcoming and adequately resourced. Children have access to a wide variety of books and toys and they are able to help themselves to many of the resources they want to play with. Some toys are stored away from the play areas, so the childminder regularly changes and refreshes the range of resources offered to ensure children remain interested and stimulated by their play things. She also carefully selects resources to reflect children's interests, such as offering big building blocks when they show an interest in making a carpenter's shed in the playhouse. Generally, most resources are used very well and children have the space and things they need to keep them motivated and engaged.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She regularly monitors each child's development to help her understand their progress in each area of development and to ensure prompt identification of any gaps in their learning. The childminder places high priority on children's safety. She understands her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Risk assessments cover all areas that children have access to, as well as every aspect of all outings they are taken on. This helps to ensure children's safety and security at all times. The childminder has a good knowledge and understanding of child protection and an awareness of possible signs that may cause concern. The policy she implements effectively supports her role in safeguarding children, helping to ensure the correct procedure is followed in reporting any

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provision

concerns. The childminder is well organised and thorough in her record keeping. All of the legally required policies, procedures and records are in place.

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provision

The childminder has a good understanding of her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. For example, she supports children to engage in educational programmes, which cover all the areas of learning. The childminder uses her knowledge and understanding of children's interests, needs and stages of development to plan relevant activities to support them to make good progress in their learning. For example, she observes and assesses a young child, who is crawling and beginning to walk while holding onto furniture and who enjoys climbing. She identifies appropriate next steps for the child and provides stimulating activities that interest them, such as providing a cushion mountain to crawl up, to help them achieve their next steps. She uses the outcomes of assessments and observations of children to plan relevant learning experiences. Since her last inspection, the childminder has gained

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provision

experience in completing the progress check for children aged between two and three years. The progress checks are accurate with relevant and useful information and are effectively shared with parents and where appropriate, with other professionals. The childminder is always looking to improve her practice further. She seeks ideas and inspiration to enhance learning and development experiences for all the children. Since her last inspection, the childminder has also developed an effective system of monitoring children's progress. During this time, she has developed her observations and assessments to include the next steps for children's learning and development. She effectively uses parental questionnaires to identify the views of parents. She also uses a variety of techniques, such as informal questionnaires and sensitive questioning, to gather the views of children. Therefore, the childminder has the capacity to sustain her good practice.

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provision

Relationships with parents and other partnerships are generally effective. For example, parents report that they are very well informed about their children's care and well-being. Children's learning journals provide parents with information about how their child is progressing, as well as details of how they might support their reading or child-initiated play. Children's next steps for development and learning are also identified in learning journals, but are not always effectively shared with parents. Therefore, occasionally, some opportunities to involve parents with their children's next steps in development are missed and this impacts on their ability to successfully support their child's learning at home. Parents state that they have confidence in the childminder because their children always look forward to their time with her. Parent questionnaires acknowledge the quality of care the childminder consistently gives to children and their families. Many questionnaires refer

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provision

to the exciting and engaging activities the childminder plans for the children. For example, one parent comments, 'he really enjoys all the adventures he goes on with the childminder'. Parents recommend the childminder to other parents without hesitation. The childminder has forged links with some of the local childminders. She attends playgroups in the area and the childminders' group at the children's centre, so children can benefit from the company and social interaction of other children and families. The childminder prepares informative and effective documentation for the other settings the children move onto, such as the local pre-school. As a result, partnerships make a strong contribution to children's learning, development and well-being.

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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 EY258384 Local authority North Yorkshire Inspection number 860475 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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