Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 09/10/2014 23/05/2011

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early years provision

This inspection: 2 Previous inspection: 3 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 is confident in her teaching and interacts well with children during activities. Consequently, children respond well to her and are motivated to learn.  The childminder pays good attention to providing a safe environment for children and she teaches them to follow safe practices. This means children are protected from harm.  The childminder works very well with parents and other early years providers to provide a consistent approach to meeting children's care and learning needs. This provides security and stability for children across settings.  Children learn to behave well because the childminder is a good role model for them to follow. As a result, children become polite and caring individuals who show respect for others.  The childminder is committed to developing and improving her service. This means the outcomes for children's care and learning are continually enhanced.

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It is not yet outstanding because

 The childminder does not fully utilise opportunities for children to use their name cards for a purpose in their environment.  The childminder does not provide many opportunities for children to see and use numbers in the home environment.

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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 premises and observed children in the downstairs rooms of the house.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.

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Inspection activities

 The inspector looked at a selection of children's records and policies and checked evidence of the childminder's suitability and all people living on the premises.

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Inspection activities

 The inspector made observations of and discussed the outcome of a planned activity with the childminder.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and son aged 19 months in a house in the village of Newport in the East Riding of Yorkshire. The whole of the ground floor and the rear garden are used for childminding purposes. The childminder visits the shops and park on a regular basis with children. She takes and collects children from the local school and pre-school. There are currently 11 children on roll, six of whom are in the early years age group. They attend for a variety of sessions. The childminder operates Monday to Friday, all year round, from 7.30am to 6pm, except for family holidays and bank holidays. She has an appropriate early years qualification at level 2 and is a member of the Professional Association for Childcare and Early Years.

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

 extend the opportunities for children to use their name card for a purpose, so they are continually supported in learning how it can be used in context, in different ways, for example, for self-registration

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

 extend the opportunities for children to develop their early skills in mathematics, for example, by displaying numbers at children's height so that they can use these displays to help with counting and ordering.

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who attend

The childminder's quality of teaching is good. She carefully plans activities to meet children's individual development needs and interests and interacts skilfully with children to support their learning. This means all children continually develop their knowledge and make good progress in their development. Consequently, they are well motivated and prepared to move on to the next stage in their learning, such as school, when the time comes. The childminder knows to give children time to explore activities on their own so they become independent learners. For example, the childminder sits back and lets children use paint sticks to make marks on paper, after which she encourages children to talk about the colours they have used and what the marks represent. This successfully extends children's learning as it encourages them to think and use words to describe their pictures.

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who attend

The childminder adapts her teaching to follow children's lead, which means they maintain their interest during activities. For example, as older children paint their hands with two different colours the childminder acknowledges this positively and reinforces what is happening by pointing out that red and green makes brown. This successfully teaches children about colour mixing. Children spontaneously use what they have learnt. For example, as children wash their hands after the activity they exclaim that the water has turned black. This shows children are motivated and observant learners. The childminder enables all children to make choices in their play because she presents toys in boxes at their height. These are labelled with a picture and text to help children identify the contents. This means children are able to easily access toys and resources that interest them, such as using dolls, to imaginatively act out different scenarios.

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who attend

The childminder promotes children's development in communication and language very successfully. She constantly engages children in conversation, so they are immersed in the spoken word. She asks older children questions to encourage their thinking and gives them time to answer. Consequently, children become confident communicators who are able to express their thoughts and ideas. The childminder provides children with a name card so they can learn to recognise this in written form and children show interest in this. However, the childminder does not always provide opportunities for children to use their name card for a purpose in their environment, to further excite and support their developing literacy skills. The childminder raises children's awareness of numbers and uses counting for a purpose with them when out in the local community. However, children do not have many opportunities to see and use numbers in the home, so they continue to

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who attend

use and develop their early mathematical skills. The childminder keeps parents fully informed of children's developmental progress in the setting by making time to share their child's learning record with them. She asks parents to tell her about children's learning at home and uses this information to help her plan future activities to meet children's individual needs.

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

Children settle well in the childminder's care because she works closely with parents to find out as much as she can about each child as an individual. This means she is able to successfully meet children's care and learning needs. Consequently, children develop close attachments to the childminder and feel secure in her care, which promotes their emotional well-being very successfully. This is evident in the positive way children respond to the childminder, such as chatting happily to her at lunch time about their morning at pre-school. The childminder pays good attention to teaching children about keeping themselves safe and how to manage risks. As a result, children know when they exit the house that they must line up against the wall, wait until the childminder has locked the door and then walk on the footpath so they are away from traffic.

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

The childminder manages children's behaviour in a very positive manner. She is a good role model for children to follow because she has a very calm and patient approach and uses clear explanation. For example, the childminder teaches older children that younger children do not always understand about sharing, as they do not yet have the necessary skills. The childminder readily acknowledges children's efforts and achievements with praise. This approach is reflected in the way children behave themselves. For example, older children spontaneously praise the efforts of younger ones during activities, such as painting. This shows children learn to understand the needs of others and develop respect for one another. This prepares children well for working with others when they move on to school.

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

Children's good health is promoted very well by the childminder. She ensures children have daily opportunities to take part in physical play and exercise, such as taking them to the park so they can use a variety of large play equipment. This means children develop good coordination in their movements. The childminder provides children with healthy food items for their snack and praises children for eating up their packed lunch from home. This successfully helps children to develop a positive attitude towards meal times and means they are well nourished. The childminder provides good support and guidance to help children understand the importance of following good hygiene routines in their self-care. As a result, children know how to use soap when washing their hands, to make sure they are cleaned thoroughly.

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provision

The childminder has a good knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage and how to implement these into practice. For example, the childminder carries out thorough risk assessments on her home, garden and on outings. These are reviewed regularly and any necessary changes made to keep children safe and secure at all times. The childminder is confident in her understanding of the possible indictors of abuse or neglect and has detailed information to follow, should she need to refer any concerns about a child's welfare to the relevant authorities. Established procedures are in place to ensure children are only released into the care of their parents or those authorised to collect them.

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provision

The childminder is committed to improving her service and the outcomes for children's care and learning. She has thorough arrangements for reviewing the effectiveness of the educational programmes she provides, which means children continue to be involved in exciting activities and play opportunities. The childminder makes good use of the observations she makes of children during activities, to assess the progress they make in their development. From her observations, the childminder plans how she intends to move children's learning on and keeps an overall tracking sheet for each child. This means she can easily identify if there are any gaps in any areas or aspects of children's learning, so they can be further supported to achieve their full potential.

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provision

The childminder regularly evaluates the overall quality of her service and includes parents and children in this. For example, children are included in the planning of activities, to ensure these are of interest to them. The childminder has successfully addressed the recommendations for improvement raised at her last inspection and has a clear plan showing the areas she wants to develop in the future, such as the provision for children's play in the garden, to move her good service on even further. The childminder pays good attention to her continuing professional development. She achieves this by attending further training courses, seeking advice where necessary from advisers at the local authority and regularly discussing good practice with other childcare professionals. The childminder fosters good relationships with parents by making sure they are fully informed of all aspects of her service at the start and their child's ongoing care through daily

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provision

discussion. The childminder has established very good partnerships with other settings children attend, such as a local pre-school. As a result, there is very effective ongoing sharing of information about children's learning and development. This means children's moves between settings are supported very well.

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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 EY414325 Local authority East Riding of Yorkshire Inspection number 879819 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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

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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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