Hayzelden, Susan

Inspection date

Previous inspection date 19/11/2014 17/11/2009

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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 is confident in her teaching. As a result, children engage in purposeful activities, enjoy their learning and make good progress in their development.  The childminder promotes children's development in communication, language and literacy very well through conversation, rhymes and stories. Consequently, children become confident communicators, who develop a love of reading from an early age.  The childminder has good partnerships with parents, which involve regular and effective communication. This ensures that all children's individual needs are met.  The childminder provides a safe and secure environment and has a good understanding of safeguarding procedures, which means that children are well protected in her care.  Children quickly form close bonds and warm relationships with the childminder. As a result, children are happy and content in her care, which successfully promotes their

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It is not yet outstanding because

 The childminder does not always take opportunities to support young children to start to recognise their name in written form.  The childminder does not always seek information about children's activities with other providers in a direct and organised way, to ensure that she can always plan for individuals based on complete knowledge of each child's learning.

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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 toured the premises and observed children in the downstairs rooms of the house.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.

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Inspection activities

 The inspector looked at a selection of children's records and policies and checked evidence of the childminder's suitability and all people living or working on the premises.

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Inspection activities

 The inspector made observations of and discussed the outcome of a planned activity with the childminder.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in a house in the Willerby area of Kingston upon Hull. The whole of the ground floor of the home and the rear garden are used for childminding purposes. A rabbit is kept as a pet. The childminder is registered to work with an assistant. She attends activities at a local toddler group each week and visits the park and library on a regular basis with children. The childminder takes and collects children from the local school and nursery. There are currently nine children on roll, five of whom are in the early years age group. They attend for a variety of sessions. The childminder has an appropriate early years qualification at level 3. She operates Monday to Friday, all year round, from 7.30am to 5.30pm, except for family holidays and bank holidays

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

 extend the opportunities for children to see their name in written form, such as providing them with a name card and encouraging them to use this to make connections during early writing activities, to further enhance their developing literacy skills

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

 enhance the arrangements for partnership working with other providers with whom children's care is shared, to fully complement and support their learning and development across settings.

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who attend

The childminder is confident in her teaching and provides a good range of learning experiences for all children, which fully capture their interest. This means that children become active and creative learners, who learn to think critically and make good progress in their development. Consequently, children gain the necessary skills and attitudes that prepare them well for the next stage in their learning, such as nursery or school. The childminder keeps a clear progress record for each child. Parents are invited to view their child's record on a regular basis. The childminder also shares children's achievements with parents as soon as they happen, such as sending them a photograph to capture the moment. Also, she asks parents to tell her about children's learning at home. This promotes the effective sharing of information about children's ongoing developmental progress. The childminder fully embraces children's interests. For example, as children collect leaves

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who attend

on the walk back from school, they ask if they can paint these. On returning to her home, the childminder quickly provides the resources, which they need to fulfil their plans. She gives children time to paint the leaves as requested. After which, she shows them how to use the leaves to make prints. This shows that the childminder values children's views and ideas and empowers them to develop independence in their learning. It also demonstrates how she supports children to extend their ideas further. As a result, children maintain their focus for long periods of time. The childminder gives good attention to promoting children's literacy skills overall. She takes children to the library to choose books and delights in sharing these with them. The childminder reads with lots of expression and encourages children to discuss what they think is happening in the story, so they maintain their interest and share their ideas. This successfully supports children to develop a love of

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who attend

reading from an early age. The childminder teaches children how to communicate through the written word. For example, she provides a letter template, so children can stick pictures of the toys, which they would like for Christmas onto it, to send to Santa Claus. She asks children to write their name at the end of the letter, to identify who it is from. However, the childminder does not provide props, such as a name card, to help children become confident in recognising their name in written form and making a connection about what they see and are being asked to do.

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who attend

The childminder gives high priority to supporting children's development in communication and language. She provides regular opportunities for children to take part in singing songs and reciting rhymes, which means that they learn through repetition and word patterns. The childminder makes good use of questions as she engages with children during activities and gives them time to consider their responses before answering. This helps children to work things out and think for themselves. For example, the childminder holds up two leaves during a painting activity and asks children 'Which leaf is the smallest?' They correctly identify which this is and describe the leaf as being a 'baby leaf'. This shows that children are becoming confident communicators. Children use a range of toys and equipment to help them to gain control and coordination of their bodies, which effectively supports them to develop good physical skills. For example, children are taken

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who attend

to the park to use large play equipment and have regular opportunities to use tools, such as paint brushes, pencils and scissors, which helps them to develop their small muscles.

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

Children quickly form close bonds with the childminder and are secure, happy and settled in her care. This means that their emotional well-being is promoted very successfully. As a result, children interact well with the childminder during activities and are confident to ask for help when needed, which means that they have a secure base for their learning and development. The childminder creates an environment that is welcoming and stimulating for children. Toys are presented at children's level, which means that they can choose from these freely and confidently. As a result, children feel comfortable in their surroundings and are very much at home. Children learn to behave well because they know what is expected of them within the setting and the childminder sensitively encourages them to play fairly and to share. As a result, children know to sit at the table to eat and they take turns to turn the pages of books during story time. The childminder

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

acknowledges children's efforts and achievements with lots of praise, which helps them to feel good about themselves and as a result, they develop high levels of self-esteem. This is very evident as children make comments, such as 'I want to do it again', as they master the skill of making a leaf print during a painting activity.

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

The childminder provides good support and guidance to help children to develop their independence and to learn to use good manners. For example, the childminder gives children time to try and put on their own coat before going out and reminds them to say 'please' and 'thank you' when they ask for and receive items. Children sit together to eat at mealtimes, which gives them time to talk. Also, they meet up with other adults and children outside their setting as they attend a playgroup each week. These activities play a significant part in helping children to develop good social skills. This means that children are confident to interact with others, which prepares them well emotionally for when they move onto school. The childminder pays good attention to teaching children how to keep themselves safe, which means that they learn how to manage risks. For example, she regularly practises the evacuation procedures with children, which means that they know

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

how to respond in the case of a fire or emergency. She also teaches children about road safety, so they learn to behave responsibly when out walking in the community.

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

Children are supported very successfully by the childminder in learning about how to lead a healthy lifestyle. For example, the childminder encourages and supports children to wash their hands before eating and after messy play and going to the toilet. Consequently, children are learning good personal hygiene practices. Children are provided with a range of healthy snacks and have access to drinks throughout the day. They are encouraged by the childminder to eat up the packed lunch that they bring from home. This means that children eat well and are well nourished as a result. Children have daily opportunities to be outside, including walking to and from school, playing in the garden and visiting the park. This means that they benefit from lots of fresh air, which further promotes their good health.

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provision

The childminder demonstrates a good understanding of how to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has completed training in child protection and is confident in recognising the possible signs of abuse. The childminder fully understands the process to follow, should she have any concerns about a child's welfare. She provides a clean, safe and well-maintained setting. The childminder conducts risk assessments on all areas children use, both indoors and outdoors, to ensure any potential hazards are identified and minimised. As a result, children are kept free from harm. The childminder very occasionally works with an assistant and has gone through all the policies and procedures for the service with her, to ensure these are understood and implemented consistently. This shows that she understands her responsibility to supervise her assistant and ensure that she always follows good practice. Required suitability checks

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provision

have been carried out for the childminder's assistant and for all adults living in the home. This means that children are fully protected. The childminder establishes and maintains good partnerships with parents. She asks new parents to read through her professional portfolio and provides them with copies of her policies and procedures, which means that they are fully informed of how the service operates. The childminder shares information with parents about their child's day on collection and regularly issues questionnaires, so they can express their views of the service. However, direct partnership working with providers with whom the childminder shares children's care is not always thorough. This means that the sharing of information about children's learning priorities is not as good as it could be. Consequently, the childminder is not making best use of what others know about children's progress and

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provision

skills, to help her in planning precisely for continuity in their learning as they move between provisions.

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provision

The childminder demonstrates a strong commitment to continually improving the quality of her service. She has successfully addressed the recommendation for improvement that was raised at her last inspection and has also attended further training courses, to broaden her childcare knowledge and enhance the outcomes for children's care and learning. The childminder identifies children's starting points in their learning when they first start and regularly reviews their developmental progress in all areas. This enables her to identify and plan for the next steps in children's learning and to note any areas where they may require additional support. The childminder uses self-evaluation to reflect on and evaluate her practice to identify her strengths and areas for improvement. For example, since her last inspection, she has made a covered area in the garden, so children can play out safely in very wet or hot weather. This is particularly beneficial to those children, who

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provision

learn more effectively outdoors. A clear development plan is in place to show how the childminder intends to take her service forward in the future.

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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 EY265782 Local authority Kingston upon Hull Inspection number 856044 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 9

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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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