Rudd, Shirley

Inspection date

Previous inspection date 31/10/2014 07/01/2010

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder has an excellent understanding of how to safeguard children, which means that parents are extremely confident that the welfare and safety of their children are paramount.  The childminder's outstanding knowledge of the learning and development requirements means that children enjoy an excellent range of learning experiences, supporting their rapid progress towards the early learning goals.  Parents' knowledge of their children's learning and development is highly valued by the childminder and supports the accurate assessments of their attainment over time.  The children have exceptional opportunities to learn outside in the garden, across all areas of learning.  The children form strong attachments to the childminder and her assistant because they both treat the children with kindness and respect.

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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 checked evidence of suitability of the childminder and her assistant.

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Inspection activities

 The inspector looked at a range of documentation, including policies, procedures and children's observations, assessments and planning.

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Inspection activities

 The inspector took account of the views of parents from speaking to them and from information provided by the childminder in parent questionnaires.  The inspector looked at the parts of the house and garden used for childminding.  The inspector carried out a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, who is also her assistant, and her child aged 12 years in Hull. The whole ground floor of the house, one bedroom on the first floor and the rear garden are used for childminding. The family has a pet cat. The childminder visits the local shops, parks and library on a regular basis. She collects children from the local schools and pre-schools. There are currently 12 children on roll, ten of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years and holds a level 3 qualification.

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

 build even further on children's good understanding of the importance of agreed expectations of behaviour in the setting, for example, through consulting with them to include their views on the agreed rules.

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who attend

The childminder has an excellent knowledge of the learning and development requirements and provides a programme of activities that are inspiring. The indoor and outdoor environments are very exciting, which means that children are highly motivated to learn. The childminder and her assistant plan for every child. They provide highly enjoyable learning experiences that are sharply focused on children's next steps. They frequently observe the children playing and exploring, and use these observations to accurately assess children's attainments across all areas of learning. Consequently, the planned experiences support children to make rapid progress towards the early learning goals. The childminder is highly skilled at supporting the children's communication and language skills through her interactions with them. For example, she teaches the children new versions of traditional rhymes, using a range of props to help them remember the

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who attend

new words. The activity is lively and the children respond with great enthusiasm as they look for spiders and skeletons that are hidden in the room. Children learning English as an additional language are excellently supported in the setting. The childminder and her assistant are excellent role models, supporting children to learn English through their interactions with them. The children hear their first languages spoken in the setting, which effectively supports their continuing language development at home.

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who attend

Parents are fully involved in their children's learning right from the start. The induction arrangements are all documented, including observations of the children as they settle into the setting. Parents are asked about their children's learning and development at home, and this information is highly valued by the childminder, helping her to plan activities that engage every child from the time they start attending the setting. The childminder continues to collect information about children's achievements at home and this contributes to accurate assessments of children's attainment over time. The children have comprehensive learning journeys that effectively document their progress towards the early learning goals. The childminder completes regular summaries of all children's attainment. She uses these to plan for every child, to ensure that they continue to make rapid progress and any gaps in learning are swiftly closed. As a consequence, children are

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who attend

extremely well prepared for the next stages in their learning, including school.

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who attend

The children have exceptional opportunities to learn outside in the garden, across all areas of learning. The childminder plans varied activities which provide excellent opportunities to learn about the world around them. There are raised beds where the children plant, tend and harvest vegetables. They learn about foods that require more heat as they plant and observe them in the greenhouse. The children compost any waste food, learning how food can be used again in the growing process. They make food for the birds and observe them through binoculars as they come to feed at the bird table. As a result, the children effectively learn how to care for living things and the environment. The children experiment with making music as they use different beaters to hit the range of everyday objects, such as dustbin lids and kettles, hanging from the 'music tree'. Their physical development is extremely well supported through use of a range of high-quality

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who attend

equipment and mark-making resources. They have interactive resources, which they use to act out traditional rhymes, for example, a toy spider they can move up and down a drainpipe using pulleys. As a consequence, the children are excited to be outside and this promotes their continued, rapid progress from their starting points.

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

The childminder has very robust induction arrangements to ensure that children settle quickly in the setting. Parents quickly develop trusting relationships with the childminder and are confident to seek her support with their children's development. The childminder places great importance on ensuring children and their parents are greeted warmly when they arrive, and uses this time to share information and observe children's well-being. This helps her to plan appropriate strategies to support children if they are unsettled when they arrive. Parents invite the childminder to their family celebrations, which further enhances the strong partnerships. The children form strong attachments to the childminder and her assistant because they both treat the children with kindness and respect. The children know that they are listened to because the childminder consistently responds to their comments and questions.

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

The children behave well and show a great respect for their environment. They enjoy completing tasks, for example, sweeping up the leaves outside. The childminder has simple rules to promote harmony and good relationships in the setting. However, there are further opportunities to enhance children's understanding of the importance of appropriate boundaries to keep children safe and happy, for example, by giving them opportunities to participate in making the setting rules. The children show very high levels of independence. The childminder understands that children need time to master their self-care skills and works closely with parents to promote shared approaches at home and in the setting. As a result, children become increasingly confident to take responsibility for their self-care, as appropriate for their ages and stages of development. The children learn about making their own risk assessments, for example, as they enjoy the experience of

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

navigating obstacle courses set out in the garden. Consequently, children become more confident to attempt new challenges they face.

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

The children learn first hand about healthy foods. They grow vegetables in the garden and greenhouse and are involved in planning snacks and meals. The children go to the shops with the childminder and give their suggestions for meals. This provides highly effective opportunities for the children to learn about the kinds of food that contribute to a healthy diet. The children have a wide range of different equipment in the garden to ensure they have daily opportunities to have physical exercise. As children are preparing to move on to school, the childminder sends information to the schools about their learning and development, including tracking documents that show progress from their starting points in the setting. The childminder asks for schools to evaluate how the information supports the teachers to assess children's starting points. This supports the childminder to ensure that the information she shares is relevant and children's needs continue to be met

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provision

The childminder's attention to ensuring the welfare and safety of children is based on an excellent understanding of the requirements of the Early Years Foundation Stage. All visitors must sign in before they have contact with the children and their identification credentials are carefully checked. The childminder conducts thorough daily risk assessments of the house and garden, which are all documented. She ensures that she has updated information through attending safeguarding training. The childminder is vigilant in ensuring children are protected and knows the possible signs that may cause her to have concerns about a child's welfare. Parents understand that the childminder needs to have information about any accidents children have while in their care, to ensure she meets her safeguarding responsibilities. The childminder and her assistant both have current paediatric first-aid qualifications to ensure they can deal swiftly with any accidents.

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provision

The childminder further ensures that her assistant is also extremely knowledgeable about how to keep children healthy and safe, through ensuring he also attends safeguarding training. All policies and procedures relating to safeguarding children are shared with parents. Consequently, parents are confident that the safety and welfare of their children are paramount.

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provision

The childminder knows that the children attending the setting make rapid progress from their starting points because her observations and assessments are precise. She works with her assistant, discussing the children's achievements, to ensure they continue to offer the children high-quality learning experiences, linked to their next steps. Her excellent knowledge of how to support all children's learning and development and high expectations result in children being highly motivated and effective learners. The childminder has very strong partnerships with the schools that the children also attend because she has made excellent links, even before the children start, through the robust transition process that she implements. Therefore, the children's needs continue to be strongly met even when they attend other settings.

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provision

The childminder reflects upon her practice all the time. She discusses with her assistant how they can improve, and their evaluations are well documented. The childminder asks parents and children to contribute their ideas to ensure that they are part of the self- evaluation process. A parent spoken to on the day of the inspection said that the childminder was personally recommended by another parent with a child at the setting. Parents are extremely pleased by the high levels of care and education offered by the childminder. The childminder actively seeks training that will enhance the experiences that children have when attending the setting. The childminder's assistant is part of a working party, led by the local authority, who are working on smooth transitions for children as they move settings. The childminder has extensive past experience in meeting the needs of children through her work with a national childcare organisation. She his well qualified

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provision

and this supports parents to be very confident that their children are receiving high-quality care and education.

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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 EY390382 Local authority Kingston upon Hull Inspection number 859268 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 12

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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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