Green, Charlotte Emma

Inspection date

Previous inspection date 30/10/2014 11/08/2009

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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's quality of teaching is good. This stems from an accurate assessment of children's learning and progress. As a result, children engage in a range of interesting activities, which meet their individual needs and interests and contribute to their continued good progress.  Children are happy and settled with the childminder. This is because the childminder fully understands her role to join in children's play sensitively and appropriately, in order to enhance their play and learning further.  Partnerships with parents are highly effective because the childminder supports them to contribute to their children's learning. Parents add to initial assessments and consistently add their views of their children's achievements to their children's files.  The childminder's knowledge of safeguarding procedures is strong. This ensures that children's welfare is protected and children are kept safe from harm.

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It is not yet outstanding because

 Sometimes, the childminder does not give children enough time to respond to her conversations by slowing down the pace of interactions, to encourage their communication and language skills even further.  Children do not always complete their task because the childminder does not give them the time to persevere and try again on their own.

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

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Inspection activities

 The inspector held discussions about children's care needs, learning, progress and behaviour with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning and development files. She also looked at the planning and assessments of children's progress.

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Inspection activities

 The inspector looked at documentation that supports the safety of children, including evidence of the childminder's suitability and training certificates. She also looked at a selection of the childminder's policies, including the safeguarding policy and procedures, risk assessments and her self-evaluation.  The inspector took into account the views of parents through their written feedback.

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Information about the setting

The childminder was registered in 2006. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder lives with her husband and two children in a village on the outskirts of Selby. The whole of the ground floor of the home, and the bathroom on the first floor, is used for childminding. There is an enclosed garden available for outdoor play. The family have fish as pets. The childminder attends a toddler group run by the local children's centre. She also visits the nearby shops, library and park on a regular basis. The childminder is able to collect children from the local schools and pre-schools. She operates all year round, Monday to Friday, 7.30am to 6.30pm, with the exception of bank holidays and the childminder's holidays. There are currently six children on roll in the early years age group who attend for a variety of sessions. The childminder receives support from the local

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Information about the setting

authority and holds a childcare qualification at level 3.

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

 give children more time to complete tasks so they learn to persevere and try to do things on their own

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

 enhance children's communication and language skills even further, for example, by slowing down the pace of interactions and giving children more time to think before responding to questions.

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who attend

The childminder has a secure knowledge of how children learn and develop and this enables her to fully meet children's needs. She understands the importance of working in partnership with parents and gathers comprehensive information about children's starting points, individual interests and needs. This supports children to settle happily in her care. Systematic observations of children's progress identify their stage of development and inform plans for the next steps in their learning, across all seven areas of learning. The childminder completes accurate assessments of children's learning and is confident in the levels of progress they are making. Any gaps in children's learning are quickly identified and support is sought, working together with the parents. As a result, the childminder has a full understanding of children's capabilities and offers an interesting and stimulating range of activities. This helps them make continued good progress in preparation for their

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who attend

next stage in learning, for example, school. The childminder's quality of teaching is good. For example, she teaches the children how to thread cord through shape templates and talks through what she is doing. All the while she stimulates colour recognition, promoting their creative development. The childminder is skilled at following children's leads and uses their choice of play to build on their existing knowledge. She is very aware of gaining permission to join in with children's play. This inspires children to take an active part in their own learning and motivates their engagement in the experience. Consequently, the childminder interacts well with the children and gets down to their level to play alongside them. Children fit figures into the appropriate space on small world play resources and confidently turn mechanical toys on and off independently. This means children gain an understanding of the world and their

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who attend

problem solving skills are fully supported. The childminder promotes words, such as push and spin, as children manipulate and handle objects. She encourages their listening skills by reading familiar stories and talks to them consistently. However, the childminder gives children fewer opportunities to maximise their communication and language skills even further, as sometimes the pace of interactions is too quick and children are not given enough time to answer or respond. Also, during some activities, children are not always given the time to persevere and try again on their own. For example, children and not given enough time to match shapes into an inset board.

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who attend

Partnerships with parents are highly effective, as the childminder is committed to working together with them to ensure continuity of care and learning is achieved for all children. Parents are encouraged and have opportunities to contribute to their children's progress records. Particular information, such as children's next steps in learning, is shared via children's individual daily diary sheets. Parents thoughts are gathered on regularly completed summary sheets, including the progress check for children aged between two and three years. The prospectus provides parents with a lot of information about the childminder's routines, the seven areas of learning and her policies and procedures. This enables parents to effectively know about their children's achievements and progress and promote their learning at home further.

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

The childminder is sensitive to what may affect a child's emotional confidence and effectively adapts routines to suit individual children's changing needs. If children do become upset, she sensitively reassures them and engages them in activities that she knows will interest them. The childminder demonstrates a caring approach and builds warm and positive relationships with the children. The childminder's home is safe, welcoming and stimulating for children. Children's interests are taken into account when the childminder arranges resources and toys and ensures they have easy access to these. This motivates children to freely explore their surroundings and promotes their independence as they gather up and play with their choice of toy. For example, children know where toys are and belong and eagerly tidy up. The childminder skilfully uses playful interactions to participate alongside children's play and learning. This supports children to

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

build relationships, cooperate and learn to play with others. As a result, children soon settle, develop secure emotional attachments and are happy in their play. The childminder encourages children to use good behaviour through clear guidance because she consistently uses praise and encouragement to promote children's self- esteem. She has a good awareness of how to effectively manage children's behaviour in a positive way, to support their emotional development. The childminder encourages children to think about their own safety, reminding them to sit safely on chairs. This enables children to gain an understanding of managing their own safety and the consequences and risks involved, such as falling and hurting themselves. The childminder provides effective support and guidance to help children develop a good understanding of following healthy hygiene practices. Parents provide pack lunches and fruit snacks. The

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

childminder discusses healthy foods, promoting children's understanding of healthy eating. Children have daily access to outdoor play, to ensure they receive regular fresh air and physical exercise. Children have good opportunities to learn about keeping safe through planned activities, such as practising fire drills. Therefore, children are supported to develop and manage future skills, relative to their age.

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

Effective, regular settling-in visits help children make the move from their own home into the childminder's care. This gradual move helps children become familiar with their new surroundings. The childminder has developed individual books with the children, using a range of photographs of the children and their families. This helps children to feel secure and promotes a good sense of belonging while in her care. The childminder attends local groups to support children's interests and needs and provide them with time to collaborate with their peers. For example, she visits the library for the story of the week. This enables children to develop confidence and independence in other social experiences outside the home environment. These local community groups and children's outings are highly praised by the parents. The childminder has developed good links with the local schools and nurseries. Consequently, children are also prepared for their next stage in learning or

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provision

The childminder fully understands her role and responsibilities to safeguard children. She has a secure understanding of child protection issues and how to refer and deal with any concerns that may be raised. The childminder is well organised and thorough in her record keeping. Children are supervised closely at all times and the childminder completes daily checks. For example, the toys and play equipment are clean and well maintained. This means that children are kept safe in all areas of the home as they play. All required household members are suitably checked and the childminder maintains a record of any visitors to her home. This ensures that children's welfare is protected and children are kept safe from harm.

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provision

The childminder effectively observes and assesses children, monitoring their progress across all seven areas of learning. The planning is precise and the childminder demonstrates a very efficient ability to identify any gaps in children's development and the knowledge to take steps to address these. Therefore, she shows an accurate understanding of children's interests, needs and stages of development and plans relevant activities to support them to make good progress in their learning. The childminder is always looking to improve her practice further and completes local authority training. The childminder has addressed the recommendations from her previous inspection. For example, she has developed a robust system to ensure observations and assessments are clear and show children's good progress in their learning. Risk assessments are in place to ensure they include all visits and outings. The childminder has completed a detailed self-

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provision

evaluation of her provision and has identified clear strengths and areas for improvement. Feedback is gathered from parents and children through discussion, letters and questionnaires, which the childminder uses to make changes to her provision. Consequently, the childminder has the capacity to sustain her good practice.

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provision

Partnerships with parents are good. Parents are happy with the progress their children make and feel the outdoor learning aspect of the childcare is a key strength. Parents' comments are positive. For example, 'We have seen their little character come out'. The childminder works effectively in partnership with other professionals, in order to meet children's individual needs and ensure help and interventions are quickly secured, so children and their families gain the support they need. The childminder understands the importance of working closely with other providers of the Early Years Foundation Stage to promote continuity of learning and care for children who attend more than one setting. As a result, the childminder is proactive in developing strong partnerships to ensure that children's individual needs are fully 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 EY333954 Local authority East Riding of Yorkshire Inspection number 862589 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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