Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 08/10/2014 18/11/2009

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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 through a varied range of activities that take place indoors and outdoors. This means that children learn in different ways and through access to a broad variety of experiences.  The childminder builds close partnerships with parents through effective information sharing. This joint approach means children benefit from continuity and consistency so that they learn more quickly.  The childminder is very clear about her safeguarding responsibilities and how to respond and deal with any concerns she may have regarding a child's welfare or well- being. This helps to keep children safe and well protected.  Children demonstrate by their actions that they feel safe and emotionally secure at the childminders setting. Their sense of belonging contributes significantly towards their good behaviour and confidence building.

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It is not yet outstanding because

 The childminder does not always use the correct word from the start when naming things for children. This is confusing because they have to re-learn the appropriate word later as part of their developing vocabulary, language and speaking skills.  The childminder does not always teach children to tidy up after themselves so that eventually they can be relied upon to take an active part in caring for their environment and understand the link between potential risks and safety.

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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.  The inspector observed the childminder interact with children.  The inspector spoke with the childminder and children during the inspection.

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Inspection activities

 The inspector looked at a sample of children's assessment files, planning documents, the childminder's range of policies, procedures, some other records and discussed self-evaluation.

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Inspection activities

 The inspector checked evidence of the childminder, her husband and eldest child's suitability to work and be in close contact with children.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her husband and three children aged six, nine and 17 years of age in Kirk Ella, on the outskirts of Hull. The whole of the ground floor of the property is used for childminding. There is an enclosed rear garden that is used for children's outdoor play. The childminder walks children to and from local schools, pre-schools, parks and shops. The childminding provision operates from 7am until 6pm, Monday to Friday, all year round with the exception of bank holidays and family holidays. There are currently five children on roll, three of whom are in the early years age range. Children attend for a variety of sessions.

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

 use the correct word when naming things for children to avoid confusion and encourage more rapid progress with their developing vocabulary, language and speaking skills

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

 involve children in helping to tidy up the toys and resources when they have finished using them to increase their self-reliance and help them to learn and understand about risks and safety and how to care for their environment.

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who attend

The childminder provides a varied and interesting range of activities to promote children's learning and development across the seven areas of learning both indoors and outdoors. This means that children learn in different ways and through access to a broad variety of experiences. Trips and outings help children to make sense of the world in which they live and provide them with the opportunity to learn from real, first-hand experiences. For example, children visit the train station, the nearby farm to buy fresh eggs and often use the local library. Sometimes library trips are further extended as children take the bus in to town with the childminder to visit the much larger, central library. This extends children's experiences and helps them to develop in confidence because they are doing things differently. The childminder teaches children with a secure knowledge and understanding of each one's interests and individual learning needs. She provides resources and activities

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who attend

that she knows children will enjoy and helps them to learn through play. She provides children with good support through high levels of engagement. As a result, children make good progress in their learning. The childminder is skilful at providing activities based on children's interests whilst also meeting other learning needs. For example, she is fully aware of young children's current interest in cars and other vehicles. She places an assortment of these toys in a shallow tray that she fills with dry pasta shapes. She adds a set of coloured stacking beakers, different sized containers and a variety of spoons. The childminder encourages children to learn how to fill and empty the containers and vehicles whilst describing as they do so that the pasta is on top of and underneath. She introduces mathematical concepts such as, full, empty and numbers as they count how many spoons of pasta it takes to fill one of the

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who attend

large beakers. This shows that the childminder understands child development because she knows that children learn by doing and getting actively involved. As she works alongside children she provides a running dialogue of conversation which promotes their developing language and communications skills. There are occasions when the childminder does not always use the correct word when naming things. This is confusing for children because they have to re-learn the appropriate word later as they build their vocabulary and develop their speaking and listening skills.

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who attend

The childminder regularly observes children to monitor and evaluate each one's learning. She assesses the progress they make to find out what she needs to do next to ensure learning is continued. The childminder records what she finds out and take many photographs to support her observations. She shares this information regularly with parents. This helps parents to be well informed and the childminder welcomes their contributions to this process to ensure consistency. For example, as she supports young children to learn to play cooperatively with each other, when they are finding it difficult to do so, she talks to parents about what she is doing at her setting to help children to learn to share and take turns. This shared approach with parents means children benefit from continuity so that they learn more quickly. Close partnerships with parents help children to develop in confidence and independence so that they are well-prepared for their later

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who attend

learning, including when they start school.

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

Warm, friendly and close trusting relationships are clearly evident between children and the childminder. Children approach her confidently and show by their actions that she makes them feel safe and secure. For instance, they enjoy climbing up on the comfortable sofa and sitting next to her for a cuddle or to look at a book. Children move around with self-assurance to find what they need. For example, they look for their special toy when they are feeling tired or search for a favourite toy or book. This shows children feel content and emotionally secure at the childminder's setting. This sense of belonging nd children's positive self-esteem contribute significantly towards their very good behaviour. New parents and children are invited to take part in stay and play sessions when first introduced into the setting. This helps them to become familiar with the environment and provides the opportunity for the childminder and parents to share information about the

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

child. This makes sure that the childminder knows how to meet each one's individual needs. The childminder talks to parents frequently and also provides them with written accounts in the form of a diary about the routine of their child's day. This helps them to be kept well informed. Children are provided with a clean and comfortable family environment. They move freely between the childminder's kitchen, sitting area and conservatory where the majority of the good variety of resources are stored. There is an interesting range of attractive posters displayed, such as number lines, which provide children with useful information and act as excellent tools to stimulate their fact finding techniques. The childminder rotates her resources to keep children continually stimulated and interested. For example, she hides things in the toy kitchen so that younger children find delight in the surprise and continue

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

to enjoy their interest and fulfil their curiosity in filling and emptying. The childminder encourages children to transfer the toys and resources into the garden. This contributes to how they develop and make links between their ideas and learning and means resources are open-ended to enhance and extend children's interests. The childminder does not always encourage children to get involved in tidying up after themselves. This is an important skill for children to learn so that eventually they can be relied upon to take an active part in caring for their environment. It also helps them to understand and manage risks and make the link with safety. It is also part of developing children's self-reliance skills.

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

Children are involved in routines which help them to become independent and knowledgeable in meeting their own personal care and hygiene needs. This supports their understanding of how to keep themselves fit, healthy and well and helps them to be well prepared with skills they will need when they enter school. For example, they regularly wash their hands, engage in physical exercise and enjoy a varied range of healthy meals and snacks. The childminder takes good advantage of everyday situations to help children to understand about safety. She regularly involves them in practising her setting's evacuation procedure and talks to them about the role of the emergency services. When out on walks in the community she talks to children about different aspects of road safety and makes learning fun by introducing a simple song that they will easily remember, look out, look out there's a car about.

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provision

The childminder has a secure knowledge and understanding of what she must do if she has any concerns about a child's welfare or well-being. She is, for instance, very clear about the signs that will alert her to a child being at potential risk. The childminder has taken part in various training events, including food safety, first-aid and safeguarding training as part of her continual professional development. She has relevant safeguarding guidance documents in place, should she need to make a referral. She also has a varied range of record keeping routines and written policies and procedures established to support children's safety and the smooth operation and management of her setting. These are shared with parents and reviewed regularly to ensure they remain effective. The childminder is committed towards seeking further training to update and enhance her skills and knowledge. This helps her be well-informed and up-to-date with current

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provision

practice. The childminder is secure in her knowledge and understanding of her responsibility towards meeting the safeguarding and welfare requirements of the Early Years Foundation Stage.

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provision

The childminder makes regular assessments of children's progress. She systematically checks their ongoing development and looks for signs to identify their future learning needs based on their interests. This helps her to be fully informed of the stage each child is at and also used to inform and guide her activity plans. It also helps her to identify where extra support may be necessary so that each child continues to make good progress. The childminder uses the internet, on occasions, to research ways to extend the range of activities she provides for children and to enhance her own ideas. This helps to ensure that children are kept stimulated and motivated to learn and the fresh ideas keep them continually challenged.

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provision

The childminder has established close links with pre-schools and schools that children use or transfer to. She readily shares information with them and prepares children well before they start school by involving them in visits to the school and talking to them about what to expect. This shows that she understands about partnership working and the benefit it has towards children's continuity of care and learning. The childminder is reflective about her practice and seeks the views of parents and children to help her make decisions regarding improvements. For example, she uses a parents' survey to gain their written comments, as opposed to relying on conversations that they regularly have. Samples taken of parent's comments from recent surveys are highly complimentary of the childminder's setting and practice. The childminder has successfully addressed the recommendations that were raised at the last inspection. This shows a positive

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provision

commitment towards developing and improving her provision for children and enhancing her professional practice.

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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 EY391665 Local authority East Riding of Yorkshire Inspection number 859375 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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