Wright, Jane Caroline

Inspection date

Previous inspection date 23/10/2014 08/04/2009

p.1

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

p.1

This provision is good

 Children are making good progress, because, the childminder has a good understanding of how to promote children's learning through an effective balance of adult-led and child-initiated activities.  Children feel safe and secure and develop strong emotional attachments with the childminder, who provides a caring, loving and stimulating environment. Consequently, their all-round well-being and development is very well promoted.  The childminder has developed effective partnerships with parents, the local school and nursery. This means there is continuity of learning, which contributes to the good progress children make in their development.  The childminder promotes a safe and secure environment as she effectively minimises risks. She has a good understanding of safeguarding procedures, which means children are kept safe in her care.

p.1

It is not yet outstanding because

 There are fewer natural and real open-ended resources available to further promote younger children's exploratory play and sensory experiences.  The childminder does not always make new or younger children completely aware of all the toys and resources available, or consider how these are organised, to assist them in making independent choices and decisions about their play.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the children's learning environment.

p.2

Inspection activities

 The inspector looked at a range of documentation, including policies and procedures and evidence of the suitability of all adults within the home.

p.2

Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection and considered the views of parents.

p.2

Inspection activities

 The inspector examined the children's learning and development records, observation, planning and assessment procedures and discussed self-evaluation and action plans.

p.2

Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and child aged four years children in a house in LealhoLm, Whitby. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops, nature reserve, beach and parks on a regular basis. She collects children from the local schools and pre- schools. She operates all year round, from 7am to 6pm, except bank holidays and family holidays.

p.3

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

 enhance further the already stimulating environment, for example, by adding more natural and real resources to further extend younger children's exploratory play and sensory experiences, particularly in the indoor environment

p.3

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

 review the organisation of resources and make these more accessible to new and younger children by using pictures and signs alongside words to reinforce what is available in storage boxes to enable independent choice.

p.3

who attend

Teaching is good. Children are very well supported in their learning and development. This is because the childminder has a very good understanding of children's individual stage of learning and what they are interested in. She clearly assesses children's progress and uses this information to plan a good balance of adult-led and child-initiated activities. As a result, children make very good progress across all areas of learning. There is a designated playroom and the childminder provides a wide range of good quality resources that are developmentally appropriate for the children. The childminder has implemented good systems for observation, assessment and planning. She works very closely with parents and other providers to ensure continuity of children's care, learning and development. She uses information collected from parents to provide a challenging learning experience for all children from the start. She clearly tracks children's very good

p.3

who attend

progress and next steps are highlighted and used to plan activities that meet children's interests and engages them in their own learning. The childminder encourages children's independence very well and supports them to acquire the skills, attitudes and dispositions they need to be ready for school or the next stage of learning. The childminder regularly shares information with parents about their child's development through a variety of means, such as completing the progress check for children between the ages of two and three years, daily discussions and sharing children's development records. This ensures continuity of care and learning and identifies any additional support a child may need. This also means that parents are kept well informed about their children's progress.

p.3

who attend

The childminder knows children very well. She skilfully uses their interests and information from parents to promote their learning and understanding of current world affairs. For example, young children bring their own medical kit from home and parents inform the childminder that they have shown great interest in the ebola outbreak on the news. She provides dolls, bandages, tissues, sticky tape and wipes to support children's interest. They talk about the dolls not being well and how they need to make them better. They use the items from the medical kit to check their temperature, look in their eyes and ears and use the wipes to take away the infection and make them clean. The childminder clearly names the different items and what they are used for, such as stethoscope, syringe and thermometer and gives children time to repeat the names. This helps to develop children's understanding and vocabulary very well. Children take great care looking after

p.4

who attend

their unwell dolls and show great affection for them. They take turns with the resources and help each other to stick on bandages. This demonstrates that they developing their personal, social and emotional skills, as they are beginning to accept the needs of others, can take turns and share resources.

p.4

who attend

The childminder provides effective support to the children by becoming actively involved in their play experiences as they explore this welcoming, child-friendly learning environment. She is sensitive to their changing needs and has a genuine interest in their play. As a consequence, their language development and communication skills are promoted. The childminder promotes children's understanding in developing a range of early mathematical concepts, as she uses daily activities to support counting, recognition of colours and problem solving. The use of environmental print, which includes familiar words, numerals and shapes, provides further opportunities for children to develop their early mathematical skills and early literacy skills. The childminder supports and encourages children's good physical skills, providing various opportunities that enable them to move their bodies using the range of resources in the garden. She develops children's interest in

p.4

who attend

the local environment and the changing seasons as the view from her window looks across the valley below. They regularly visit local woodlands and forests and collect leaves, twigs and conkers to explore. However, there are fewer natural and real open-ended resources available in the indoor environment to further promote younger children's exploratory play and sensory experiences.

p.4

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

The childminder has very good knowledge of the children, their interests and individual care needs. The environment is warm, welcoming and friendly, which helps children to settle in easily. Children have forged strong bonds and close emotional attachments with the childminder and their peers. As a result, they are happy, settled and relaxed. Her calm, warm and caring manner reassures them as they play. The childminder has a clear, flexible settling-in process that allows the children to form superior attachments and feel secure. This professional and individual approach is appreciated by parents during this sensitive time. Consequently, firm and open relationships between the childminder and parents develop. The childminder has a thorough understanding of children's needs and care routines because she makes effective use of both initial and ongoing information given by parents. The childminder supports the close parent partnership and children feel

p.4

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

nurtured and emotionally secure in this home-from-home environment. She also works closely with other providers to ensure continuity and that the move to nursery or school is smooth. The headteacher of the local school states that the childminder is a 'Valuable link to school and helped greatly with transition sessions'.

p.5

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

Children play in a clean and well-presented home. They have a good range of developmentally appropriate toys and resources. However, due to the storage and lack of labelling on the enclosed boxes, some toys are not always easily accessible, particularly for children who are new to the setting. Therefore, younger children are not always able to independently select all the toys and resources for themselves, to be fully active in their learning. Despite this, children are happy to play and explore with toys of interests. The childminder acts as a good role model, helping children to learn how to be healthy, such as washing their hands before lunch and positively promoting healthy foods. The family grow their own fruit and vegetables, which the childminder uses to provide a wide range of healthy, wholesome meals and snacks. She is a good role model and uses positive communication strategies, to help children understand about acceptable behaviour.

p.5

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

Consequently, children's behaviour is very good. For example, children learn to share, take turns and consider others. The childminder effectively supports children to gain an understanding of risk through a range of garden activities that encourage them to explore the environment. She provides high levels of supervision to keep children safe and learns the rules and boundaries set to ensure their safety. For example, older children apply the green cross code, taking time to look and listen for approaching cars. Consequently, children are kept safe.

p.5

provision

The childminder demonstrates a good knowledge of the safeguarding and welfare requirements and is very committed to keeping children safe and promoting their welfare at all times. The childminder has completed safeguarding training and is aware of who to contact should she be concerned about a child's welfare. The childminder and other adults living on the premises have appropriate suitability checks in place, which assures children's welfare. Children are supervised very well and safeguarding practices are evident. For example, the childminder ensures that exit doors are always locked, visitors are checked on arrival and the childminder maintains appropriate insurance. She carries out a daily risk assessments, completes daily registers and fully records any accidents. This ensures that children are kept safe while in her care.

p.5

provision

The childminder has a good understanding of the learning, development and assessment requirements and consequently implements these well, so that children make good progress in their learning from their starting points. Effective partnerships between parents and other providers are well established. These contribute to meeting children's individual needs effectively. Parents comment that since starting their child has 'Blossomed into a very confident caring young lady and is much more adventurous and keen to try new activities'.

p.5

provision

The childminder is enthusiastic, motivated, committed and dedicated to her work with children. This is reflected through the enjoyment she demonstrates when interacting and playing with them. She confidently identifies her strengths and areas for development, so that she continues to improve the service she provides for her parents and their children. The childminder regularly talks to parents to establish their views on the strengths and areas for development of her provision. The good partnership with parents ensures that children receive consistency and continuity in their care and learning. Parents are very happy with the service, care and education that their children receive. The childminder demonstrates a commitment to continuous improvement. All the areas identified for improvement at the last inspection, have been addressed and the childminder regularly attends training courses to develop her knowledge and understanding to promote positive

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY335857 Local authority North Yorkshire Inspection number 862662 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10