Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 26/09/2014 06/01/2011

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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

 The childminder provides a stimulating learning environment, which motivates the children to play and explore.  Parents' and children's views are valued and are used to evaluate the quality of activities and experiences in the setting. This promotes strong partnerships with children and their families.  The childminder has a range of policies and procedures, which she follows to ensure that children are kept healthy and safe in the setting and on outings in the local community.  The children make good progress towards the early learning goals because the childminder accurately identifies the next steps in children's learning and development.  Parents are well informed about the activities that the childminder plans and the progress the children make from their starting points.

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It is not yet outstanding because

 There are fewer opportunities for children who prefer learning outside to develop their knowledge of letters and sounds, supporting their early reading skills.

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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 a range of documentation, including policies, procedures and children's observations, assessments and planning.  The inspector conducted a joint observation with the childminder.  The inspector spoke to the children and a parent to gain their views on the setting.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and household members.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children, aged 12, 10 and eight years, in a house in Cottingham, near Hull. The whole of the ground floor and the rear garden are used for childminding. The family has two dogs as pets. The childminder attends toddler groups and activities regularly. She visits the shops, local library and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently 20 children on roll, six of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder has a level 3 childcare qualification.

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

 enhance children's access to letters and sounds outside, to further support children's enjoyment and development of their early reading skills.

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who attend

The childminder provides a stimulating learning environment, which motivates the children to play and explore. The children are well supported because the childminder identifies their current interests and ensures that appropriate resources are available for them in the setting. The childminder encourages children to bring their favourite toys from home and sends home toys that interest the children in the setting. As a consequence, children are given good opportunities to continue their learning and development, both at home and in the setting. The childminder plans activities to ensure the children make good progress in all areas of learning as they progress towards the early learning goals. For example, the children learn the names of different shapes and how to use scissors during an adult-led activity. The childminder suggests that the children can cut out different materials to create shape collages. She talks about the different shapes they make, using words such

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who attend

as pointed and triangle. She encourages all the children to participate, supporting children as needed. As a result, children are well prepared to be ready for their next stage of learning, including school.

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who attend

The childminder starts to build strong partnerships with children and their families that attend her setting right from the start. She asks for information about the children's interests and their home routines to plan their induction into the setting and this helps the children to settle quickly. The childminder knows that all children are making good progress through her daily observations and assessments, which are shared with parents. There are a good range of resources for children, which they select independently, supporting them to be active learners. The childminder sensitively joins in with their play, making suggestions, to encourage the children to think of different ways of approaching their learning. For example, the children play together connecting hollow tubes to build towers. The childminder places a piece of material at the top of the hollow tower and asks the children to find out what has happened to it, as it disappears. The children discover

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who attend

the material has travelled to the bottom of the tower and then repeat the activity several times, using different materials. The children continue their learning in the garden. They learn about the world through planting vegetables and observing insects in their bug hotel. They develop their physical skills on swings and climbing equipment. There are a good range of resources for them to choose independently when playing outside. However, there are fewer opportunities for children who prefer learning outside to develop their knowledge of letters and sounds to support their early reading skills.

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who attend

Parents are kept well informed about their children's learning and development, which strengthens partnerships between the setting and home. The childminder sends home daily diaries for the younger children, so that parents know about their children's routines and activities in the setting. All of the children have their own folder, which contains their observations, assessments and individual planning. The folders are shared with parents regularly and this strengthens parents' understanding of the Early Years Foundation Stage. The childminder completes the progress check for children between the ages of two and three years, so that parents know their children's strengths, and any concerns can be identified early and plans made to close any gaps in their learning.

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

The children form strong attachments to the childminder, which strongly supports their emotional well-being. The environment is stimulating and there are a good range of accessible resources to interest the children. The children are encouraged to play games together and the childminder sensitively reminds them about taking turns and sharing resources. The children demonstrate friendly behaviour towards each other and any minor conflicts are handled appropriately for the age and stage of the children. The childminder has daily, flexible routines, designed to make the children feel secure. She takes the children to events in the local community, such as toddler groups, which gives them opportunities to meet other children, strongly supporting their social development.

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

The children are encouraged to become independent with their health and self-care skills. They manage their personal needs appropriately for their ages and stages of development and the childminder encourages this independence. The children learn about how to lead healthy lifestyles, for example, they are reminded about the importance of washing their hands before they eat and after using the toilet. The childminder uses stories to teach the children about different foods, which helps them to learn about healthy eating. The children sit together at meal times and enjoy chatting with each other, supporting good relationships in the setting. They have opportunities to be outside every day. They can access the large garden and the childminder takes them to local amenities, where they can access a range of physical activities. The children enjoy the physical challenges on different equipment, which supports their growing self-confidence to attempt new

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

challenges, as they learn to think about and assess the risks. The childminder teaches the children about road safety on their regular outings, supporting their growing understanding of how to keep themselves safe.

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

The childminder has good induction arrangements to help children settle in the setting quickly. Prior to children starting, they have short visits with their parents, so they get to know the childminder and the new environment. The childminder collects written information about the children so that she can complement the home routines, which supports the children to feel emotionally secure. These arrangements build good partnerships with families right from the start. The childminder supports children who are moving on to school effectively through strong partnership working. She shares written summaries of the children's learning and development and information that will help the school to support the children's well-being during the transition time. This helps children to settle and feel secure as they move on to school.

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provision

The childminder ensures that children's welfare and safety are given the highest priority. She attends relevant training, for example, child protection and first aid, so that she has the knowledge and skills to safeguard children effectively. She has a range of policies and procedures that are followed to ensure the health and safety of the children. She shares these with parents as children start to attend the setting, so that parents are confident that their children are kept healthy and safe. The childminder has risk assessments for the house, garden and outings, to further ensure the health and safety of the children. She fully understands her responsibilities and the steps to take in the event of any concerns about children. As a result, children are safeguarded well.

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provision

The childminder monitors how effectively she covers the learning and development requirements of the Early Years Foundation Stage. She uses her observations and assessments to plan for each child, across the seven areas of learning. The childminder has a good understanding of the next steps for each child and this means that the children make good progress in their learning and development. If any children need extra support in an area of learning, the childminder plans interventions, so that any gaps in children's learning and development are closing. The childminder shares information about the children's progress with parents regularly. She actively seeks parent's involvement to promote strong partnerships. Consequently, the children enjoy a wide range of experiences, both in the setting and at home.

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provision

The childminder evaluates how her practice meets the needs of the children and their families. She identifies and implements actions to ensure that the children are kept safe and enjoy a range of activities that motivate and challenge them. Parents' and children's views are valued and included in her self-evaluation and this further enhances the childminder's practice. Parents praise the high levels of care that the childminder provides for their children. They know that the childminder plans a range of enjoyable activities that are strongly supporting their children's progress towards the early learning goals. The childminder produces regular newsletters for parents, so they are well informed about what their children are learning. She has good partnerships with the local schools and nurseries. She asks the teachers what the children are learning about in school and organises resources and activities that complement the school topics. The childminder is

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provision

supported by the local authority, giving further opportunities for her to reflect upon her practice and continue to meet the needs of the children who attend her setting.

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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 EY233585 Local authority East Riding of Yorkshire Inspection number 855801 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 20

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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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