Regan, Kelly Louise

Inspection date

Previous inspection date 20/10/2014 02/10/2009

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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

 Children make good progress in their learning and development because the childminder provides them with a variety of fun and interesting activities. As a result, children are engaged, motivated and show good levels of concentration in their play.  The childminder understands her responsibility to safeguard children and is knowledgeable about the possible signs and symptoms of abuse and neglect. She is clear about the procedures to follow in the event of a concern, in order to protect the welfare of all children.  Children build secure attachments with the childminder. As a result, they are happy, content and enjoy spending time in her home.  Partnerships with parents are well established and make a strong contribution to meeting children's individual needs.  The childminder is thoroughly committed to making ongoing improvements to her knowledge and skills. She evaluates her provision well and sets realistic goals for her

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This provision is good

future development. Therefore, children receive high-quality care and education while at her home.

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It is not yet outstanding because

 Occasionally, the childminder does not use skilful questioning to enable the children to further develop their critical thinking 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 held discussions with the childminder and her assistant at appropriate times throughout the inspection.  The inspector undertook a joint observation with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and her assistants, her self-evaluation form and improvement plan.

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Inspection activities

 The inspector spoke to children and observed play and learning activities inside the home and in the outdoor play area.

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Inspection activities

 The inspector took account of parents' views from their written comments and from discussions held on the day.

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Information about the setting

The childminder has been registered since 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and four children, in a semi-detached house in Scarborough. The sitting room, dining room, kitchen, playroom and toilet facilities on the ground floor are used for childminding purposes. There is a paved area at the rear of the premises which is used for outdoor play. The family have a guinea pig, a rabbit and fish as pets. The childminder has three assistants registered to work with her, but only works with one at a time. There are currently 13 children on roll, including seven children in the early years age range. Two children attend full-time, and the other children attend part-time for a variety of sessions. The childminder regularly visits toddler groups, local children's centres and amenities, such as the park. She also drops off and collects children from the local school. The

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Information about the setting

childminding provision operates from 7.30am to 6pm, Monday to Friday, all year round except for family holidays and bank holidays. The childminder 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:

 enhance children's critical thinking skills by making the most of every opportunity to skilfully question children throughout their activities, for example, by using more open-ended questions.

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who attend

The childminder is experienced and enthusiastic. She has a good understanding of how children learn and develop through play. The childminder works closely with parents from the start to support children's learning. She gathers information from parents about what their children are interested in and what they can do at home. This is combined with initial observations to identify children's starting points. Individual learning journals are in place for all children; these include photographs, examples of children's work and observations of them at play. These are linked to the seven areas of learning and are used effectively to identify the next steps in children's learning. The childminder has an effective system in place to monitor and track children's progress in learning and development. As a result, children are progressing well and any area of concern about a child's development is swiftly identified. The childminder provides interesting and challenging experiences that

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who attend

meet the needs of all children, both within the home and on regular outings. She knows the children well and allows them the opportunity to choose resources and develop their own play. For instance, she provides children with pictures of the toys or activities that are available, and children can select which ones they want to play with that day. As a result, children are well motivated in their play, and are readily acquiring the skills, attitudes and dispositions they need to prepare them for their next stage of learning, such as moving on to nursery or school.

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who attend

The childminder interacts well with the children as she gets down to their level and plays on the floor alongside them. Communication and language development is supported by the childminder as she consistently listens to the children and tries to engage them in constant discussion throughout their activities. However, occasionally she misses opportunities to skilfully question the children during their play, in order to further develop their critical thinking skills. Some of her questions do not effectively engage all of the children and enhance the children's play. Children independently choose books from the accessible book shelves. They enjoy listening to stories the childminder reads to them as they sit together. The childminder skilfully uses props to engage the children in stories, which further helps them to concentrate on stories for an extended period of time. The childminder is skilled at supporting children as they learn to share toys. For instance, she

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who attend

tells the children clearly that they will all get a turn and uses a clock to help the children understand when it is their turn to pass on, or to share a toy. She offers children effective support when they play turn-taking games and the children experience success in this important area of their development. These activities effectively support children's literacy skills and promote their personal, social and emotional development. Good use is made of local community facilities to help children learn about the world they live in. For example, the childminder carefully selects appropriate community groups to help develop children's social skills. She supports and encourages children's good physical development, providing many opportunities for energetic play outdoors in the garden and at local parks, and woodland.

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who attend

Partnerships with parents are strong. Parents comment that they are happy with the progress their children make in their learning and development. They report that their children are excited about coming to the childminder's home. Parents appreciate the range of opportunities and experiences that the childminder provides for their children. The children's learning journal files are shared with parents. Written information effectively provides parents with details of the progress their children are making. Parents are encouraged to contribute to their children's learning journals and many take up this opportunity. Parents report that they know what targets and next steps their children are working towards. The childminder has implemented the progress check for children between the ages of two and three years, valuing the contributions parents make to this process. Consequently, a complete picture of children's development is obtained because

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who attend

all those involved with the child participate in the assessment progress.

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

The childminder clearly enjoys caring for children and has a very good relationship with them. Children love being with the childminder and parents comment that their children enjoy coming to her house. She is calm and caring and children relate very well to her. Children feel secure and enjoy frequent cuddles with the childminder. The childminder is aware of times when children may need more emotional support, such as when they wake up after a sleep, or when they first arrive at her house, and she effectively meets their needs. This supports children's emotional security. Children's behaviour is good as they are fully engaged in their activities. The childminder consistently reminds children of behavioural expectations. She calmly reminds older children that they need to listen to other children and herself. Children are effectively supported to play alongside each other and share resources. These skills prepare children well for the next stage in their learning.

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

Children play in a child-friendly, safe environment with clean, age-appropriate and well- maintained toys and equipment that support their care and well-being. The environment promotes children's independence because resources are stored in boxes and on low shelves, which are accessible to them. The childminder promotes children's good health and self-care through routines and regular fresh air and exercise. For example, they visit the park and enjoy walks in the local woods. This helps children to develop an awareness of the importance of fresh air and exercise. The childminder consistently reinforces good hygiene procedures, such as hand washing. As a result, older children know they need to wash their hands after visiting the toilet and before snack or meals. The childminder provides healthy snacks for children in her care. She offers guidance to children to develop independence at snack and meal times. Therefore, children are well supported with

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

making healthy choices and in developing their independence.

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

Children have a good awareness of how they can keep themselves safe. They learn how to leave the home safely in the event of a fire and learn how to keep themselves safe outside too. Children also have a developing understanding of potential hazards and explain why they need to be careful and have an adult with them when coming down some steep steps. The childminder helps children to settle in by offering short visits, which she gradually extends. She talks to parents about children's normal daily routines, dietary needs and their personal care needs. Parents comment that they get good information each day about their child's care routines. This ensures that the childminder has the information she needs, about children's individual needs and personalities, to ease children's move from home to her care and that parents feel fully informed and involved.

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provision

The childminder has three registered assistants, and often works with one of them at busy times during the day. The childminder gives effective supervision to her assistants and understands her responsibility to ensure that all those working with children are suitable to do so. The childminder makes sure her assistants understand their roles as soon as they start with her. Her assistants undergo an induction process, which includes information on how to keep children safe from harm. Ongoing suitability is thereafter monitored through supervision, with the childminder monitoring the professional development of her assistants to identify any training needs. The childminder observes the practice of her assistants and gives them feedback in order to develop their skills so that the best possible learning outcomes are sought for children.

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provision

The childminder has a good understanding of child protection procedures approved by the Local Safeguarding Children Board. She understands her responsibility to protect the welfare of children and is confident in her ability to take appropriate action to ensure children are protected from abuse or neglect. This helps to protect children while they are in her care. All required documentation is in place to support children's safety and well- being. The childminder has effective risk assessments in place. The childminder supervises children very well and her home is secure. As a result, children are kept safe.

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provision

The childminder has a positive attitude towards developing her practice through attending regular training and through reflecting on her practice. Her plans for development are realistic and manageable and they have a positive impact on the children in her care. For instance, she recently identified the need to make snack and meal times more sociable for the children. In order to achieve this, she replaced the breakfast bar area in her kitchen with a table and chairs. This has had a positive effect on the social aspects of children's meal times and has also encouraged children to further develop their independence at meal times. The childminder encourages parents' feedback to support her self-evaluation processes, valuing and acting upon their thoughts and views. She has positively addressed the recommendations from her last inspection, further demonstrating her commitment to continually improve.

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provision

The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage. She monitors children's progress and provides good quality learning experiences, across all areas of their development. Accurate assessments are used to plan appropriate next steps in learning. The childminder keeps parents well informed of their children's development. The childminder has successfully engaged with other settings that the children attend through the use of a sharing book between the different settings and home. As a result, key information about children is appropriately shared and children receive 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 EY283980 Local authority North Yorkshire Inspection number 872839 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 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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