Childminder in North Yorkshire

Inspection date

Previous inspection date 13/11/2014 22/06/2009

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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

 Teaching is good. The childminder knows children well and enables all children to make good progress given their starting points. As a result, children are well prepared for the next stage in their learning.  The childminder's nurturing manner helps children to form secure emotional attachments and develop confidence. This builds a secure base from which children develop their independence.  The childminder understands her responsibility to safeguard children and is knowledgeable about the possible signs and symptoms of abuse and neglect. She is clear about the procedures to follow in the event of a concern, in order to protect the welfare of all children.  The childminder is highly effective in evaluating her own practice. Therefore, she is fully committed to further develop her good practice in order to provide the best possible outcomes for the children she cares for.  Children are supported in their learning at home as highly effective partnerships are in

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This provision is good

place to involve parents and carers in their children's learning and development.

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It is not yet outstanding because

 Children do not always have access to open-ended resources which ignite their curiosity and encourage them to explore and experiment. As a result, opportunities to develop their critical thinking and problem solving skills are not maximised.

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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 viewed all parts of the childminder's home used for childminding.

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Inspection activities

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

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Inspection activities

 The inspector looked at the children's assessment records, planning documentation, the childminder's self-evaluation form and some written policy documents.

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Inspection activities

 The inspector took into account the view of parents and carers spoken to on the day as well as feedback from parents and children that had been gathered through written questionnaires.  The inspector observed activities planned by the childminder.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and evidence of the suitability of all adults living or working at the premises.

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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 husband and children in a house in the outskirts of Harrogate. The childminder uses the whole of the ground floor of the premises, first floor bathroom and an enclosed garden for childminding. The childminder has one dog as a family pet. There are currently 15 children on roll, seven of whom are in the early years age group and attend part time for a variety of sessions. The childminder holds a National Nursery Examination Board qualification and has an advanced diploma in childcare and education at level 4. The childminder is open all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives funding for the provision of free early education for two-, three- and four-year-old children.

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

 build on the resources available to provide further opportunities for children to develop investigation and exploration experiences in their play, in order to maximise the development of their problem solving and critical thinking skills.

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who attend

The childminder has a good understanding of how to support children's learning and development. When children start in her care she gathers information from parents which she uses, together with her own observations of children's learning, to make an initial assessment of children's developmental starting points. This is used to plan for children according to their interests and is well matched to their learning needs. The childminder completes regular observations of children, which include details of their achievements, in order to monitor the progress that children are making. As a result, the childminder knows the children in her care well and is able to plan suitable next steps in their learning. For example, young children showing an interest in older children's drawing are provided with appropriate resources that allow them to experiment with the marks they can make themselves. The childminder uses details from her observations to make assessments and

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who attend

track children's learning over time. These records show children are working at a level expected for their age and are making good progress.

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who attend

The childminder uses good teaching strategies to support children's learning through play. For example, she supports older children to get involved in a story by encouraging them to provide some alternative descriptive words. Therefore, she is successful in providing challenge and keeping children motivated. Children's emerging interest in drawing and painting is supported because the childminder talks about the marks they make on the paper, the colours they use and the different shapes they make. As a result, children are beginning to understand that the marks they make can carry meaning and are developing the skills they need for early writing. The childminder understands how to support children to become effective learners so that they develop the skills they will need when they transfer into school. The childminder provides sensitive support for children's developing communication and language skills. She listens carefully and understands children's early

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who attend

words so that she can reinforce their learning by repeating key words and phrases. The childminder promotes conversation about their family and familiar places so children's use of language is extended.

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who attend

Children have access to a range of age-appropriate toys that reflect their needs and interests. As children get older, the childminder plans activities that reflect the specific areas of learning so children are beginning to learn about the world around them. Children enjoy regular outings with the childminder to local parks, where they further develop their physical skills. There are some open-ended resources available to younger children which capture their curiosity, such a treasure basket for babies. However, some children do not always have free access to open-ended resources to ignite their curiosity and encourage them to investigate, explore and experiment. As a result, opportunities to develop their critical thinking and problem solving skills are not maximised.

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who attend

Parents have the opportunity to make appointments in the evening with the childminder to talk about their children's learning and development. Parents report they have access and can contribute to their children's learning journals. Therefore, the childminder is highly effective at ensuring continuity of learning and development between all partners involved in children's development and learning which enables children to make good progress.

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

Children's emotional well-being is effectively nurtured due to the close bonds they develop with the childminder. The youngest children grow in confidence as they play on their own for short periods and they readily explore the safe, homely and inviting environment. The good organisation of the environment and daily routines enables children to develop independence and have sustained time to concentrate and engage in activities. Close partnerships are established with parents during the settling-in period, during which there is an effective exchange of information. For example, parents are asked to complete a personal document about their children's unique care needs. This encourages them to share information, such as special people in the family, home routines, likes, dislikes and interests. Consequently, the childminder provides care that is precisely tailored to meet children's individual needs. This promotes a shared and consistent approach, thus,

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

The childminder effectively plans meals and snacks to ensure children have a healthy, varied and balanced diet. Consequently, children learn to make positive choices about what they eat from an early age. The childminder models and promotes good hygiene routines with children as she encourages hand washing and ensures older children are clear about the reasons why. This helps them to develop an early awareness of healthy lifestyles. Children have good access to fresh air and exercise, which enhances their all- round physical well-being. As the youngest children practise their developing mobility and move around, the childminder reminds and supports them to be careful, effectively supporting their independence. Older children are helped to manage risks. For example, the childminder reminds children to think about a safe way to get on and off the dining chairs. This helps children to develop an early awareness of keeping themselves safe and

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

The environment in the childminder's home is safe, stimulating and welcoming. The childminder has well-placed literature for parents regarding children's safety, well- being and learning. Resources are easily accessible and well suited to the ages of the children and carefully matched to their individual needs. Therefore, children's learning is actively promoted and self-motivation is encouraged. Children's behaviour is consistently well managed. The childminder positively reinforces good behaviour during activities using lots of encouragement and praise. For instance, children are skilfully encouraged to understand others' different needs and viewpoints. Older children are given praise and encouragement when they help to support or show a degree of tolerance towards the younger children's needs. Children's understanding of the behaviour expectations is clear and they are eager to please the childminder by demonstrating positive behaviour. They

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

respond well to the childminder's calm and consistent approach. Overall, children are emotionally well prepared for the move into other settings and schools because the childminder ensures that they acquire the right emotional skills needed to adapt to the changes ahead.

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provision

Children's safety is well promoted because the childminder is knowledgeable of the safeguarding and welfare requirements. She uses effective risk assessments for her home and outings. This means that she minimises hazards and maintains a safe environment for children. The childminder maintains effective records for each child and all required parental permissions are in place. She has completed safeguarding training and she is aware of the signs and symptoms that would alert her to any child protection issues. In addition, she is confident about the action to take if she has concerns about a child in her care. There is a clear safeguarding policy, which also provides guidance on the safe use of mobile telephones and cameras. The childminder is aware of her responsibilities when administering medicine and dealing with accidents and she holds a valid first-aid certificate. Consequently, she knows how to protect children from potential harm. The

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provision

childminder's documentation is very well organised and this underpins her practice well. This, together with an effective range of policies and procedures, means that children in her care are protected.

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provision

The childminder has strong links with the local primary schools and early years settings to ensure consistency and continuity of children's care and learning. Partnerships with parents are highly effective and strong. The childminder takes time to get to know the families and keeps them fully informed about their children's day by means of a written daily diary for the youngest children and verbal communications at drop off and collection times for all children. The childminder works closely with parents to ensure that the move from home to the setting is as smooth as possible. She gains information from parents about children's starting points, which she uses effectively, in order to support their individual needs. The childminder provides all parents with termly newsletters which keep them informed about relevant information and any changes or developments to her practice.

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provision

The childminder demonstrates a dedicated approach towards improving her practice and ensuring good quality care and education for the children in her care. She has a good knowledge of observation and assessment and uses this well to provide effective educational programmes that cover all areas of learning. Children are motivated, as they take part in meaningful learning experiences, tailored to their individual needs. The childminder monitors the curriculum and tracks children's development in all areas of learning, as they make good progress towards the early learning goals. She has attended training and demonstrates a desire to drive forward continuous improvement to the service she provides. The childminder reflects on her own strengths and weaknesses and seeks the views of parents, children and other professionals to support her practice. For instance, parents requested that they did not only want to know how well their children

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provision

had eaten during the day but also wanted to know what their children had eaten. The childminder altered her daily diary to include this information for parents. As a result, parents and children feel listened to and the childminder makes the necessary changes to her practice that benefits children and their families the most. Consequently, she shows a good capacity to continue to improve her already good practice.

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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 EY387674 Local authority North Yorkshire Inspection number 859060 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 15

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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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