Childminder in North Yorkshire

Inspection date

Previous inspection date 27/10/2014 01/05/2014

p.1

early years provision

This inspection: 2 Previous inspection: 4 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

 The childminder creates a warm welcoming environment where children feel safe and secure to investigate the environment. This reinforces children's self-confidence and emotional well-being and prepares them well for the next stage in their learning.  The childminder forges strong relationships with parents from the moment children start. She regularly seeks their views and values their contributions, so they can work in unison to fully support children's well-being, learning and development.  Children are safeguarded well because the childminder has a strong understanding of her roles and responsibility in protecting children from harm.  The childminder, since her last inspection, has significantly improved the supervision of all children on outings. They are always within sight or hearing of the childminder. As a result, children are safe.

p.1

It is not yet outstanding because

 Opportunities for children to access stimulating resources which are open ended so they can be used, moved and combined in a variety of ways are not always easily available.  The childminder does not always provide opportunities for children to fully develop their understanding of the world around them, such as opportunities for them to talk about and observe growth, decay and changes over time.

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 and spoke to children at appropriate times while they played.

p.2

Inspection activities

 The inspector checked evidence of the suitability of the childminder and family members.

p.2

Inspection activities

 The inspector spoke to the childminder about the daily routines, children's individual learning and conducted a joint observation.

p.2

Inspection activities

 The inspector looked at policies, children's development records and a range of other documentation.

p.2

Inspection activities

 The inspector looked at methods used by the childminder to monitor her practice, including the views of parents from contributions made in documentation.

p.2

Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in Bedale. 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 reserves and parks on a regular basis. She collects children from the local schools and pre-schools. She operates all year round, from 8am to 6pm, except bank holidays and family holidays.

p.3

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

 enhance opportunities for children to easily access stimulating resources which are open ended so they can be used, moved and combined in a variety of ways, to further develop their thinking and extend their learning

p.3

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

 extend and enhance the opportunities for children to fully develop their understanding of the world around them, for example, by providing opportunities for them to talk about and observe growth, decay and changes over time, such as planting and growing seeds.

p.3

who attend

The childminder has a very good understanding of how children learn through play. This is based on her secure awareness of how to effectively promote children's learning and development. She gathers detailed information from parents when children first start, forming a clear picture of children's interests and what they can already do. This information, along with her own observations, is used well to plan activities and experiences to support children to become confident and motivated learners. The childminder records children's progress and takes photographs of them to illustrate the activities they enjoy. The next steps in children's learning are clearly identified, which helps to ensure that they are constantly supported in order to acquire the skills they need to be ready for school. The childminder shares ongoing information with parents through discussions and the use of a daily diary. This ensures that parents are kept fully informed

p.3

who attend

about children's activities and achievements while they are in her care. The childminder completes a progress check for children between the ages of two and three years. This information is effectively shared with parents in order to help them to guide learning successfully at home and to identify any additional support their child may need. The childminder provides a welcoming and well-resourced environment, where children can explore a good range of toys and equipment overall. However, resources which are open-ended so they can be used, moved and combined in a variety of ways, to further develop children's thinking and extend their learning are not always easily accessible. Children enjoy exploring a wide range of malleable materials, such as dough, modelling clay and foam. The childminder engages very well with children. She gets down to their level and joins in with activities, motivating them and encouraging their use of language.

p.3

who attend

She constantly talks to children as they play together and listens to what they say, giving them time to think about their responses and offering plenty of praise. Therefore, children make really good progress in their communication and language skills. The childminder also encourages children to count how many shapes they have made, which helps to develop their early mathematical skills. Counting is further encouraged during daily routines and planned activities. For example, the childminder uses dried butter beans and number cards to encourage children to count and to recognise numerals.

p.4

who attend

Children have a wide range of opportunities to develop their physical skills. They have direct access to the childminder's garden and walk daily in the local environment. They enjoy collecting leaves and conkers on their walks. They have great fun making leave prints and confidently talk about how they rolled the conkers in paint and moved them around on a tray to make marks on their paper. Their art work is clearly displayed and children are very keen to show off their creations. This helps to develop children's self- esteem and confidence and values their work. However, opportunities for children to fully develop their understanding of the world around them by providing opportunities for them to talk about and observe growth, decay and changes over time, such as by planting and growing seeds are not always available. The childminder provides resources to further develop children's interest in dolls. She provides a bath, towels and sponges so children

p.4

who attend

can bath their dolls, to make them 'nice and clean before they go to sleep'. This also gives children the opportunity to talk about familiar routines at home.

p.4

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

The childminder provides a warm, friendly and caring environment. Children are happy, settled and at ease in her care. This is because she interacts with the children appropriately and provides a calm and relaxed atmosphere. The children demonstrate very good attachments with the childminder. Children enjoy interactions and indicate that they want the childminder to join in their play. The childminder responds enthusiastically to children's wishes and makes their learning fun and enjoyable. As a result, children are developing confidence and are supported emotionally for the move to the next stage of learning. Children move freely around the childminder's home and enjoy playing with the resources available; this promotes their confidence and independence. Pre-arranged settling-in sessions help children to make the move from home to the childminder's care. The childminder obtains useful information about the children. For example, initial details

p.4

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

about care routines and likes and dislikes are shared through completion of child information records. This helps children to settle quickly and parents feel comfortable leaving their children. The childminder has a calm, caring and patient manner and she gives children her individual attention. This helps to ensure that each child feels valued so they are emotionally secure.

p.4

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

Children are supported well with developing their understanding of how to keep themselves safe. For example, when water spills on the floor the childminder talks to them about why they need to mop it up so they do not slip. Opportunities to take safe risks under the childminder's close supervision are provided through visiting local parks to use larger equipment. In addition, during outings the childminder reinforces road safety and the importance of staying close to her at all times. The childminder is vigilant about children's safety and she supervises them well at all times. Children respond positively to the attention and praise they receive, which effectively fosters their confidence and self- esteem. By providing consistent routines and boundaries, children are developing a secure understanding of the expected behaviour.

p.5

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

The childminder regularly walks to and from school and plans opportunities to visit the local playgroups and parks. This ensures children get fresh air and exercise while developing their physical skills. Children are encouraged to eat a healthy diet. The childminder promotes the importance of eating a balanced diet with parents during the settling-in period. She ensures children's dietary needs are met, following discussions with their parents, as they provide snacks and packed lunches for their children. As a result, children gain an understanding of the importance of healthy lifestyles. The childminder supports children to attend to their own personal care routines. For example, children let the childminder know that they need the toilet and are encouraged to attend to their own needs, including appropriate hand-washing routines. As a result, children gain self- confidence, self-awareness and an understanding of their own needs. These developing

p.5

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

skills go some way towards preparing children for the next stage in their learning.

p.5

provision

Since the last inspection by Ofsted, where the childminder received a number of actions to improve and a subsequent monitoring visit the childminder has successfully addressed the actions and recommendations. Children are now safe and secure and are making good progress in their learning and development. The childminder has a good understanding of the safeguarding and welfare requirements and the correct procedures to follow should she have concerns about a child's welfare. She has attended safeguarding training, which has enhanced her knowledge even further. This contributes to ensuring children are well safeguarded. Risk assessments are documented to help the childminder monitor potential risks. She completes regular safety checks of her premises, resources and of any outings to ensure the continued safety of children.

p.5

provision

The childminder has a good level of awareness of how children learn. She monitors how well her provision meets the learning and development requirements. She ensures children are motivated and interested in their learning, by providing a broad range of activities, tailored to help children make good progress. The childminder is proactive in building good partnerships with parents and other providers. They are delighted with the service she provides. She talks with parents each day and provides a daily diary. Parents are encouraged to provide information about their child, which helps the childminder ensure continuity in children's care, learning and development between the home and the setting. Written policies are shared with all parents, which give them a further insight into how their child's care is organised.

p.5

provision

The childminder demonstrates a strong enthusiasm and capacity for improvement. She continually reflects and evaluates on her own practice, attends regular training events, seeks and acts upon her own research and guidance from local authority advisers. Since her last inspection, she has paid particular attention to identifying and minimising risks to children during outings. The childminder now also has a register in place, which clearly shows the children's hours of attendance. The childminder has also developed strong links with other providers. This ensures she exchanges information about children's progress and next steps in learning.

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 EY261497 Local authority North Yorkshire Inspection number 978587 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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