Childminder in North Yorkshire

Inspection date

Previous inspection date 16/10/2014 16/02/2011

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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 quality of teaching is good. Children are engaged and happy because the childminder knows them well and successfully plans experiences, which stimulate their individual interests.  Children's communication skills are promoted well because the childminder spends time positively interacting with them and encouraging the effective development of their vocabulary and language skills.  The childminder develops good partnerships with parents. She shares information with them to establish children's interests, which makes a significant contribution to the settling-in procedure. Consequently, children are settled and happy.  The childminder has a good knowledge of safeguarding procedures. She is clear about procedures to follow should she have concerns about a child, to protect the children in her care.

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It is not yet outstanding because

 The childminder does not fully utilise her partnership with parents to gather information about what children are learning at home, to complement their good learning further.  Opportunities for the children to explore and investigate using all of their senses are not fully maximised. This is because they do not always have easy access to a wide variety of everyday objects and natural materials.

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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 and discussed a range of records, policies and procedures.

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Inspection activities

 The inspector viewed evidence of qualifications and suitability of the childminder and the other adult living on the premises.

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Inspection activities

 The inspector observed practice and interaction between the childminder and children during play and at lunch time.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.  The inspector and the childminder undertook a joint observation of an activity.  The inspector viewed all areas accessed by the children.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged 11 years in a house in Catterick Village. The childminder's husband is her registered assistant, however, he works mostly outside the home. Two rooms on the ground floor are used for childminding with a toilet that children can access independently. The childminder attends a toddler group at the local village hall. She visits the shops and park on a regular basis. She collects children from the local schools. There are currently 13 children on roll, four 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.

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

 strengthen the already good communication links with parents, for example, by encouraging parents to share information on their child's experiences at home, to fully complement their learning.

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

 enrich further the children's opportunities to investigate using all of their senses, for example, by introducing more natural objects, so that they can investigate and explore a wider range of sensory items and tactile materials.

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who attend

The childminder is committed to providing a high quality learning environment for all children. The two rooms used for childminding are very well equipped with a large variety of resources, most of which are easily accessed by the children. The resources are all labelled with pictures and words, enabling children to choose them even when they cannot reach them, as a result they are engaged and motivated in their learning. The childminder gathers information from parents when children start, about their interests, likes, dislikes and care routines. This enables her to plan for them individually and provide appropriate activities, which follow the children's interests. The childminder demonstrates a good knowledge of the learning and development requirements of the Early Years Foundation Stage. She completes an assessment within six weeks of children starting and then following regular observations and assessments, she develops future planning and

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who attend

identifies the children's next steps in learning. As a result, children make good progress in their learning and development from their starting points. The childminder understands her responsibilities relating to the progress check completed for children aged between two and three years and she shares them with the parents. She encourages parents to view their children's learning journey records on a regular basis. This ensures that parents are kept informed about their children's progress and development.

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who attend

The childminder understands the importance of close partnerships with parents. She has established good relationships with them and consequently, parents feel secure that their children are happy and safe in her care. The childminder provides a daily diary, which means that parents are kept informed of their child's time with her. Regular communication ensures that exchanges of information between home and the childminder. However, this is not yet highly effective in gathering information from parents about children's experiences at home, to fully complement their learning.

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who attend

The childminder supports children with their communication and language development. She engages in constant discussion as they play, consistently listens to them, asks relevant questions and models language well. The childminder is able to recognise areas for development and plan activities to support this. Children thoroughly enjoy using their imagination and taking part in role-play activities. For example, children take turns with the childminder and include the inspector when pretending to take photographs, saying 'cheese'. The childminder promotes children's mathematical development well, using appropriate language to improve their awareness of colour and size. She provides some natural resources for the children, such as, conkers, leaves, shells and sticks. However, there is scope to develop further the use of natural resources, enabling children to use and explore their senses further. The childminder provides effective opportunities to

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who attend

support children's personal, social and emotional development, as they attend a local group and meet with other childminders in the area. Children use a large front garden, with a wide variety of resources in it. This develops children's physical skills, increases their confidence and allows them to make choices in the outdoors of what they want to play with.

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

The childminder knows the children she looks after well. This is because she has gathered information from parents during settling-in visits about children's individual interests and their routines. The childminder uses this knowledge effectively, planning for each child individually and providing continuity of care. Children respond well to her warm and affectionate approach. This means that children are very happy and settled in her care. The childminder encourages children through effective use of praise, boosting their self- esteem.

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

The childminder has a large variety of easily accessible resources, which means that children can make independent choices in their play. Where resources are out of reach, the boxes are labelled with pictures and writing and the children confidently make the childminder aware of their choice. The childminder encourages children to follow good hygiene procedures by encouraging them to wash their hands before eating and after going to the bathroom. The bathroom is easily accessible for the children, encouraging their independence. Parents provide meals for their children. Also, the childminder has healthy eating posters near the table where children eat their meals, which she uses effectively in discussion, to develop their understanding of making healthy choices.

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

Children have access to the outdoor environment, where they have good opportunities to climb on apparatus and run in a large space. The childminder has risk assessments in place that she applies on a daily basis, checking areas to ensure the safety of the children. She discusses road safety with children as they walk to school on a daily basis and they are developing a good awareness of road danger and how to walk to school safely. The childminder provides children with consistent support and guidance. This ensures that children understand the boundaries and expectations within the setting. There are setting rules for children's behaviour, which are shared with parents before they start and parents sign an agreement. The childminder shares the rules with children and they are displayed in the setting as a reminder of the expectations. She acts as a positive role model and has appropriate systems in place to effectively manage children's behaviour. For example, the

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

childminder uses constant praise and encouragement throughout activities, which enables children to develop their self-esteem and confidence. She also uses positive strategies to reinforce acceptable behaviour according to the children's age and stage of development. Consequently, children behave well.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements. She is aware of the signs and symptoms of abuse and is confident about the action to take if she had a concern about a child in her care. This means that she knows how to help protect children from potential harm. There is a clear safeguarding policy and the childminder checks the identification of visitors. She uses effective risk assessments for her home and for outings. This means that she minimises hazards and maintains a safe environment for children. This is supported by effective levels of supervision. The childminder is aware of her responsibilities when administering medication and she holds a valid first-aid certificate.

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provision

The childminder demonstrates a good knowledge of the seven areas of learning and development. She follows children's interests and allows them to choose their own activities. The childminder monitors the educational programmes for the children. She reflects on their learning and tracks their development. The childminder records observations in the children's journals, which include their achievements and the next steps for learning. She evaluates the practice within the setting to ensure she continues to provide good quality care for the children. If there are concerns about a child's development, the childminder works with the parents to identify activities that will help to enable the child to make good progress. The childminder has a clear understanding of her responsibility to work in partnership with other providers and professionals, to enhance learning opportunities and knows where to seek advice from the local authority when

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provision

necessary. The childminder ensures that assistants are monitored appropriately and makes sure training is available for them, so their skills are kept up to date, for example, they hold an up-to-date first-aid certificate. The childminder has individual planning in place for each child, which informs assistants when they are caring for the children in her absence, to ensure continuity of care. The childminder has comprehensive policies and procedures in place, which are shared with parents during introductory visits and again when they are reviewed. This ensures that the parents are always up to date with practice. The childminder uses effective self- evaluation to identify her strengths and weaknesses, which provides her with opportunities to review and evaluate her provision on a regular basis. For example, she continues to encourage parents to become more involved in the activities that the children are doing in

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provision

the setting, to complement their learning further. The childminder has made good improvements since the last inspection. For example, all medication administered to the children is appropriately recorded and risk assessments cover all areas accessed by them, improving their safety and health. The childminder has good links with the local school where she collects and drops children off. She shares information with parents about children's care and progress through daily feedback, the sharing of children's achievements and displaying photographs of their activities. This ensures that children benefit from continuity in their care and learning.

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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 EY417066 Local authority North Yorkshire Inspection number 879913 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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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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