Maughan, Steven Robert

Inspection date

Previous inspection date 30/10/2014 11/11/2009

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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

 The childminder has robust safeguarding policies and procedures, that are fully implemented, to ensure the welfare and safety of children attending the setting.  The children form good attachments to the childminder, which strongly supports their emotional well-being.  The childminder accurately identifies children's next steps in learning and uses this to plan activities that support their good progress towards the early learning goals.  Parents are kept well informed about their children's learning and development, which builds strong partnerships between the setting and home.  The childminder asks parents and children for their views on the setting so he can identify his priorities for continuous improvement.

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It is not yet outstanding because

 The range of questions in some adult-led activities do not always support children to explore their thoughts and ideas.  There are fewer opportunities for children to make their own risk assessments when they are on outings in the local community to enhance their independence and understanding of safe practices.

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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 co-childminder.

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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 and children from information provided by the childminder in parent and child 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 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife and two children aged five and 14 years in a house in Hull. His wife is also a registered childminder and works with him as a co-childminder in the family home. The whole of the ground floor and the rear garden are used for childminding. The family has a cat as a pet. The childminder organises visits to the local park and to places of interest. He collects children from the local schools and pre-schools. There are currently seven children on roll, five of whom are in the early years age group and they attend for a variety of sessions. He operates all year round from 8am to 6pm, all week, except bank holidays and family holidays. He is a member of the Professional Association for Childcare and Early Years. The childminder holds a level 3 qualification in childcare.

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

 enhance the opportunities for children to explore their thoughts and ideas, for example, by the use of more open-ended questions in adult-led activities

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

 strengthen the opportunities to support children's independence and understanding of safety, for example, by encouraging them to make their own risk assessments as they encounter new challenges during outings in the local community.

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who attend

The childminder builds good partnerships with children and their families that attend his setting, right from the start. He requests information from parents about the children's interests and home routines before they start attending the setting. He uses this information effectively to help the children settle quickly. The childminder knows that all children are making good progress through his regular observations and assessments, which are shared with parents. There are a good range of resources for children, which they select independently, supporting them to be active learners. The childminder supports children's learning through well-timed interactions and the children enjoy him being involved in their play. For example, a group of children are playing with a toy fairground, putting the toy people on the merry-go-round. The childminder talks to the children about the fair they visited recently, asking them if they remember the different

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who attend

things they saw during the visit. He challenges the children to estimate how many toy people will fit on the merry-go-round, supporting their critical thinking. The children enthusiastically place the toy people on the merry-go-round and then the childminder counts the toy people with the children. This provides good support for the children's developing mathematical skills.

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who attend

The childminder provides a stimulating learning environment which motivates the children to play and explore. The children are well supported because the childminder identifies their current interests and ensures that appropriate resources are available for them in the setting. The childminder accurately identifies children's next steps in learning and uses this to plan activities that support their good progress towards the early learning goals. The childminder uses local places of interest, such as museums, to ensure children have a broad range of enjoyable learning experiences. He plans daily group times, where the children are all together and this promotes good relationships in the setting. However, sometimes the questions asked by the childminder in group times do not always support all children to explore their own thoughts and ideas, to further enhance their learning

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who attend

Parents are kept well informed about their children's learning and development, which builds strong partnerships between the setting and home. The childminder sends home daily diaries for the younger children, so that parents know about their children's routines and activities in the setting. All of the children have their own folder, which contains their observations, assessments and individual planning. The folders are shared with parents regularly and this strengthens parents' understanding of the Early Years Foundation Stage. The childminder completes the progress check for children between the ages of two and three years, so that parents know their children's strengths and any concerns can be identified early and plans made to close any gaps in their learning. As a result, children are well prepared to be ready for their next stage of learning, including school.

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

The indoor and outdoor areas are welcoming and there are a good range of accessible resources to interest the different ages of children. The children form strong attachments to the childminder, which strongly supports their emotional well-being. The children are well supported to cooperate with each other when they play games together as the childminder sensitively reminds them about taking turns and sharing resources. The children demonstrate friendly behaviour towards each other and any minor conflicts are handled appropriately for the age and stage of the children. The childminder has familiar routines throughout the day, designed to make the children feel secure. He takes the children to events in the local community, such as childminding groups, which gives them opportunities to meet other children, strongly supporting their social development.

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

The children are encouraged to become increasingly independent with their health and self-care skills. They manage their personal needs appropriately for their ages and stages of development. The childminder teaches the children about the importance of washing their hands before they eat and after using the toilet. The children learn about dental hygiene because the childminder ensures they clean their teeth after meals. The children enjoy a good range of healthy meals, snacks and drinks and this supports their growing understanding of healthy diets. The children have opportunities to be outside every day. They access the garden where they enjoy playing with a good range of equipment, such a bikes, to support their physical development. The childminder takes them to local parks where they can access more physical activities. The childminder teaches the children about road safety on their regular outings to support their growing understanding of how

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

to keep themselves safe. However, there are fewer opportunities for children to start to manage their own risks when they are out on visits in the local community, to further support their growing independence and understanding of safe practices.

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

The childminder has good induction arrangements to help children settle into the setting quickly. Prior to children starting, they have short visits with their parents, so they get to know the childminder and the new environment. The childminder collects written information about the children so that he is well prepared to meet the needs of each child when they start to attend the setting. This helps to build good partnerships with families right from the start. The childminder supports children who are moving on to school effectively through strong partnership working. He shares written summaries of the children's learning and development that supports the school to prepare for every child's needs. The childminder takes the children to events in the feeder schools, for example, family assemblies. This helps children to quickly settle and feel secure as they move on to school.

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provision

The childminder ensures that children's welfare and safety are given the highest priority. He attends relevant training, for example, child protection and paediatric first aid, so that he has the knowledge and skills to safeguard children effectively. He has a range of policies and procedures that are fully implemented to ensure the health and safety of the children. Parents are given copies of the policies and procedures on electronic memory sticks so they can read them at any time. When the childminder makes any changes to these, he ensures that the memory sticks are also updated so parents are kept fully informed about the welfare arrangements for their children. The childminder has risk assessments for the house, garden and outings to further ensure the health and safety of the children. He knows his responsibilities and the steps to take in the event of any concerns about children. As a result, children are safeguarded well.

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provision

The childminder monitors how effectively he covers the learning and development requirements of the Early Years Foundation Stage. He completes regular observations and assessments to plan for each child, across the seven areas of learning. The childminder has a good understanding of the next steps for each child and this means that the children make good progress in their learning and development. If any children need extra support in an area of learning, the childminder plans interventions, so that any gaps in children's learning and development are closing. The childminder shares information about the children's progress with parents regularly. He actively seeks parents' involvement to promote strong partnerships. Consequently, the children enjoy a wide range of experiences both in the setting and at home. The childminder has fully addressed all recommendations from the last inspection, demonstrating his commitment to continuously improve his practice. He regularly

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provision

evaluates how his practice meets the needs of the children and their families. The childminder identifies and implements actions to ensure that the children are kept safe and enjoy a range of activities that motivate and challenge them. Parents' and children's views are valued and included in his self-evaluation, and this further enhances the childminder's practice. Parents praise the high levels of care that the childminder provides for their children. They know that the childminder plans a range of enjoyable activities that are strongly supporting their children's progress towards the early learning goals. The childminder produces regular newsletters for parents, so they are well informed about what their children are learning. He has good partnerships with the local schools and nurseries. He supports children's learning in these other settings, as he plans learning experiences that complement their learning elsewhere. Consequently, children's learning

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provision

and development continues to be well supported and their needs are appropriately met.

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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 EY335129 Local authority Kingston upon Hull Inspection number 862633 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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