Childminder in North Yorkshire

Inspection date

Previous inspection date 13/11/2014 28/10/2009

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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 quality of teaching is good. The childminder accurately assesses children's progress and effectively plans for their next steps in learning. As a result, children make good progress and are ready for future learning opportunities, including school.  Children are happy and content with the childminder, which positively impacts on their self-confidence and emotional well-being.  Children are safeguarded well. This is because the childminder has a good understanding of her role and responsibility to protect children.  Partnerships with parents are effective because the childminder keep parents well informed about their child's achievements. Consequently, parents are involved in their child's learning.  Children are effectively supported in gaining skills in communication and language. This is because the childminder spends time talking to children of all ages and understands how they learn.

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It is not yet outstanding because

 At times, the childminder does not always give sufficient time for children to consider the answers to her questions or to formulate their response, in order to further enhance their critical thinking skills.

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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 activities in the rooms used for childminding.  The inspector looked at planning documentation and children's assessment records.

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Inspection activities

 The inspector checked evidence of qualifications and suitability of the childminder and other adults in the household and evidence of self-evaluation.

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Inspection activities

 The inspector took account of parents' and carers' views spoken to during the inspection and from information in the childminder's own parent survey.

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Information about the setting

The childminder was registered in 1996 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and grown-up children in Cold Cotes, near Ingleton. The whole of the downstairs of the house is used for childminding. The front garden is available for supervised outdoor play. The family has a pet dog. The childminder attends toddler groups. She visits the local shops and parks on a regular basis. She collects children from the local schools. There are currently four children on roll, all of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 8am to 6pm, Wednesday to Friday, except bank holidays and family holidays. The setting receives funding for the provision of free early education for three- and four-year-old children. The childminder is a member of the local childminding network and the

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Information about the setting

Professional Association for Childcare and Early Years.

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

 enhance children's ability to think critically by giving them more time to consider the questions posed, formulate their response and share their ideas more fully.

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who attend

Children are happy and enthusiastic learners. They are eager to be involved in activities and explore their environment. They benefit from positive interactions with the childminder, who accurately identifies children's skills and plans for the next steps in their learning and development effectively. As a result, children make good progress given their starting points. Children are motivated to learn as they freely help themselves to resources available to them. For example, children enjoy experimenting with paint and a variety of resources to make marks on paper. As a child pushes his small car through the paint, the childminder encourages him to notice the pattern he has made with the tracks. Children make independent choices with confidence. Effective planning of the continuous provision ensures children are fully engaged in play and return to resources to practise skills. For example, children learn to count using a wide range of resources, including conkers and

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who attend

wooden bricks. Children develop good physical skills as they make marks with pencils, roll balls and wheels, and use scissors. The childminder offers support sensitively and appropriately. As a result, children learn to use equipment safely and they develop good control and coordination.

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who attend

Children are developing communication and language skills well because the childminder provides activities where they are encouraged to speak and describe what they are doing. The childminder uses various questioning techniques to encourage children to extend their thinking. However, on occasions, the childminder is over eager to help children with this and does not always give them sufficient time to consider and formulate their response. This means that opportunities for children to make connections in their thinking and decide what they want to say and how they want to say it are not always as well promoted as possible. The childminder places a strong focus on promoting children's physical, personal, social and emotional development. Consequently, children are acquiring the skills to prepare them for the next stage of their learning. Children's interests inform the planning of activities across all areas of learning. The childminder ensures

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who attend

relevant and stimulating resources are available for children to access independently to enhance their learning. For example, children enjoy playing with a range of natural resources they have collected on a recent walk. The children count the conkers as they line them up or post them into a box. They listen to the noise the conkers make when they shake the box and are fascinated as they watch them fall back out. Therefore, children are motivated to learn.

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who attend

Effective partnerships with parents from the start enables the childminder to gather a range of information about the needs, abilities, interests, likes and dislikes of all children. Parents complete an All about me form, which gives the childminder useful information about the children. This is complemented by early assessments, which the childminder makes in order to have a good understanding of what children know and can do. This information is used to inform her planning. She maintains individual records of children's learning. These records contain observations, which the childminder uses to assess the children's stage of development and to plan interesting and challenging activities to support their continued learning and development. As a result, children make good progress given their starting points. The childminder recognises the importance of working in partnership with parents. She keeps parents informed about their child's learning

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who attend

through a variety of methods, including daily verbal communications, communication diaries and opportunities to share children's individual records of learning.

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

Children are welcomed warmly by the childminder and consequently, they develop secure attachments with her. The flexible and effective settling-in procedures enable children to feel safe and valued in her care. Consequently, children settle quickly and are ready to learn from the earliest opportunity. Strong, warm and caring relationships between the childminder and children are evident. As a result, children are happy and confident to explore. The childminder demonstrates an excellent knowledge of the children, their interests and their routines. This supports children's well-being and, in turn, has a positive impact on their learning. The personal, social and emotional skills of children are developing successfully because the childminder provides activities to ensure they continue to make progress in this important area of their learning. For example, she encourages children to share resources as they pretend to make a car to visit the vets.

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

The stimulating and well-resourced learning environment promotes children's independence as they freely choose toys and activities. Therefore, children develop confidence and are emotionally well prepared as they move on to the next stage in their learning, including school. Children's behaviour is good because the childminder has clear expectations and is a good role model to children. Her calm and consistent approach encourages children to be kind and caring to each other. For example, as they play with puzzles, the childminder encourages the children to share and take turns. The childminder praises their positive behaviour and as a result, children learn to cooperate with each other. The childminder is kind and attentive towards the children and offers lots of praise for their efforts and achievements. This encourages them to persevere and develop self-confidence. Children learn to develop an awareness of health and safety through the daily routines and

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

activities. For example, they know they must wash their hands before eating. The childminder teaches children about keeping safe. For example, she reminds them to walk inside and to pick up the conkers from the floor to prevent anyone from tripping on them. Children benefit from spending time outdoors as they regularly walk through the village or play in the childminder's garden. Children's dietary needs and parents' wishes are respected and acted upon. Consequently, parents are reassured that their child is safe and well-cared for by the childminder.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements. She has attended child protection training and understands the correct procedures to follow should she have any concerns about a child's welfare. All the necessary checks have been completed to check that all adults living at the setting are suitable to be in regular contact with children, and the childminder is aware of the procedures to notify Ofsted of any changes. Consequently, children are protected from harm. Policies and procedures to underpin good practice are in place and are shared with parents. Risk assessments identify and minimise any possible hazards to children, both within the home and when on outings or walks to local attractions or schools. This ensures children are protected from harm. Accidents are properly recorded and shared with parents and there are appropriate procedures in place to ensure medication is administered safely. Consequently, children

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provision

are kept safe while in the childminder's care.

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provision

The childminder is proactive in enhancing her continuous professional development. She attends regular training, including first aid, and works cooperatively with other professionals, to improve her practice. The childminder effectively monitors each child's achievements and plans for their next steps. She shares ideas with parents to enable them to continue to support their children's learning at home. Accurate assessments of children's learning clearly demonstrate how well children are progressing towards the early learning goals and any gaps are identified at an early stage. Assessments are regularly shared with parents. The childminder uses her assessment and planning processes, together with questionnaires from parents, to assist in evaluating her provision of a wide range of learning experiences. She is aware of the importance of monitoring her practice to ensure that she is delivering a quality provision that promotes children's welfare,

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provision

learning and development. The childminder is committed to partnership working to help her to meet children's individual needs and to support them in reaching their full potential. Parents are highly complementary of the support they receive from the childminder, especially when supporting their children's emotional well-being during the settling-in period and when they move on to school. They make positive comments about the progress their children are making in their learning and 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 400691 Local authority North Yorkshire Inspection number 868901 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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