Yorke, Heidi

Inspection date

Previous inspection date 24/10/2014 25/03/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has a clear understanding of the action to take in the event of a safeguarding concern about a child.  Partnerships with parents are established through information sharing when children first start in the setting. This enables the childminder to support the children's emotional well-being and allows them to settle quickly.  Children are actively engaged, motivated and show good levels of concentration throughout their play.

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It is not yet good because

 Information gathered from observations and assessments is not used fully to shape children's learning experiences, in order to plan precisely for their interests and the next steps in their learning. This does not support children to make better than satisfactory progress.  Self-evaluation lacks clarity and is not fully embedded to effectively identify and act upon ideas for improvement.  Children are not always encouraged to wash their hands before handling food and this impedes their developing understanding of how to keep themselves healthy.

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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 viewed all areas accessed by the children.

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Inspection activities

 The inspector carried out joint discussions with the childminder in relation to observations of the children's play, learning and progress.

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Inspection activities

 The inspector observed the childminder's interaction with the children and spoke to her throughout the course of the inspection.

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Inspection activities

 The inspector looked at policies, children's assessment records and a range of other documentation, including evidence of qualifications and suitability.

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Inspection activities

 The inspector took account of the views of parents from completed questionnaires obtained by the childminder.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in central Scarborough. The childminder has two assistants who sometimes work with her. The childminder uses almost all of the ground floor and rear garden for childminding purposes. The childminder collects children from the local school. There are currently 16 children on roll, 10 of whom are in the early years age group and attend for a variety of sessions. The childminder operates from 7.30am until 5.30pm, Monday to Friday, for 52 weeks of the year. The childminder has a childcare qualification at level 3.

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must:

 ensure information gained from observations and assessments is used more effectively in order to ensure that planning is based on children's next steps in learning, in order to fully meet the needs and interests of each child.

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

 strengthen self-evaluation by developing the ways she monitors and evaluates her practice, in order to clearly identify strengths and weaknesses, and improve experiences for children

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

 extend opportunities for children to further develop their self-care skills and their understanding of good hygiene practices, for example, by ensuring they wash their own hands before eating at mealtimes.

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who attend

The childminder demonstrates some knowledge of the Statutory framework for the Early Years Foundation Stage, and she provides an appropriate range of play activities to cover the seven areas of learning. The quality of teaching is satisfactory, and as a result, children are mostly interested, engaged and motivated in their learning. The childminder positively interacts with children, providing suggestions and offering ideas to extend learning opportunities and encouraging children to concentrate. For example, the childminder talks to them, speaking clearly, repeating what they are saying and asking open-ended questions. This helps children to develop their communication and language. She encourages children to listen and share as they play together. Older children develop self-assurance as they are supported to care for others by being gentle around younger toddlers and assisting them in play. Mathematical development is well supported

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who attend

throughout daily activities, for example, the childminder counts regularly during activities and children's colour recognition is assessed as the childminder asks them to 'find the blue train'.

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who attend

The children have a learning journey, which is shared with parents. These journeys provide written and photographic details of what activities the children carry out within the childminder's home. The childminder completes observations of children's learning and development. However, the assessment process is not embedded to ensure children's next steps of learning are clearly identified. The childminder is unable to explain how information from observations is used to plan for individual next steps of learning and to effectively track children's progress across the seven areas of learning. As a result, she is not fully preparing children for their next stages in learning, such as, school. The childminder completes a written progress check for children between the ages of two and three years, and has a clear understanding of the importance of involving parents and other professionals.

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who attend

The childminder gathers appropriate information from the parents when children first start, both verbally and in written form. This exchange of information allows the childminder to develop some knowledge of the children's interests and starting points. Parents are kept informed about their children's achievements through conversations with the childminder as they collect their children and through the use of a daily diary. The childminder provides an informative notice board, which displays the childminders qualifications and a good range of safeguarding information for parents. Parents comment favourably on the childminder's care of their children stating that children 'love attending the setting'.

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

The childminder develops positive relationships with children, which gives them the confidence to become independent learners. She frequently praises children to recognise their achievements and enhance their self-esteem. The childminder conducts checks on the home to minimise children's access to any potential hazards. There are records of accidents and any medication administered which contributes to children's well-being and helps to ensure they are safe. Positive strategies are in place to manage behaviour and the childminder reinforces appropriate behaviour, providing clear guidance to the children. Consequently children behave well. The childminder appropriately supports children's understanding of safe practices as she discusses safe ways to cross the road with them.

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

Good relationships have been established and the children are happy in the childminder's care. The childminder provides occasional reassurance and cuddles to the children, and they happily return to their play. This supports their all-round development and emotional well-being. The childminder supports children through change. For example, she has established links with the local primary school and children visit this daily to collect other children, becoming familiar with the school. This helps to ensure the children are emotionally prepared when they move onto the next stage in their learning. The childminder encourages children to take an active role in their personal needs. This helps them develop independence in self-care tasks, for example, using the toilet unsupervised. However, encouragement for children to wash their hands before handling food is inconsistent. This impedes children's developing understanding of the importance of good

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

hygiene practices in relation to food and meal times.

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

Children's all-round development is effectively supported as the childminder provides them with a homely welcoming environment. Their physical development is promoted daily through access to the outdoor area and walks in the local environment. Regular trips to the park ensure children have opportunities to develop their coordination further, for instance, with her support, they climb and balance on large equipment. In addition, children are provided with healthy snacks and nutritious home-cooked meals, supporting a healthy diet for the children.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has completed safeguarding training to develop her knowledge of how to keep children safe. Consequently, she is knowledgeable about the procedures to follow if she has any concerns. The childminder has a good range of policies and procedures, which are implemented successfully. She holds a current first-aid certificate, so that any accidents are dealt with effectively, and she ensures children are protected and supervised at all times. Written risk assessments are in place and are reviewed on a regular basis to protect children's safety within the home, garden and while out in the local community. The childminder ensures her assistants are clear about their roles and responsibilities, and she regularly monitors their practice. All adults working with children have undergone appropriate checks to ensure they are suitable. As a result,

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provision

children's safety and well-being is promoted.

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provision

The childminder demonstrates a satisfactory understanding of the learning and development requirements of the Early Years Foundation Stage. She observes children's learning and development. However, the assessment process is not yet fully embedded to ensure she identifies children's next steps in all areas of learning to maximise their progress. The childminder seeks parents' views through a questionnaire and they state they are very happy with the care their children receive while in the childminder's care. However, the system for self-evaluation is not robust enough to identify all the areas of weakness and drive forward improvements. Although this has not impeded children's progress significantly, opportunities for children to learn and develop are not fully maximised.

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provision

Partnerships with parents are implemented in a positive way. The childminder ensures that they receive daily verbal communication to ensure continuity of children's care, learning and development. The childminder has suitable procedures in place to keep parents informed about how she works. For example, her certificate of registration and insurance details are displayed for parents to see. In addition, she meets with parents prior to their children starting with her to discuss her practice with them. Partnerships with parents are well promoted because the childminder actively encourages them to be involved in their child's learning. Consequently, this ensures continuity in the children's learning and helps them to acquire the skills required for the next stage in their development.

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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 EY371170 Local authority North Yorkshire Inspection number 858049 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 18 Number of children on roll 16

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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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