Pearson Catherine Jayne

Inspection date

Previous inspection date 20/11/2014 06/02/2009

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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 knows the children well and has developed strong affectionate bonds with them. As a result, children's emotional well-being is fully supported.  Teaching is good because the childminder has a clear understanding of how children learn. She uses open-ended questioning well to extend and enhance children's thinking.  The childminder has a clear understanding of how to safeguard children. She has a secure knowledge of the possible indicators of abuse, knows how to make a referral and maintains an environment that is safe and secure.  Partnerships with parents and other professionals are well established. As a result, information is shared well to promote children's continuity of care and learning.

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It is not yet outstanding because

 Children have fewer opportunities to see print in context, to enhance their literacy development, because the environment is lacking in labels and signs.

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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 indoor and outdoor environments and spoke to the childminder and children.  The inspector had a tour of the areas of the home used for childminding purposes.

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Inspection activities

 The inspector looked at evidence of the suitability of the childminder and household members, children's assessment records and a sample of policies.  The inspector discussed the childminder's self-evaluation form.

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Information about the setting

The childminder was registered in 2002 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 on the outskirts of Skipton. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The family has two cats as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis, and collects children from the local schools and pre-schools. There are currently 20 children on roll, six of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.15am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 help children to develop early reading skills, for example, by creating an environment that is rich in print, where they can see words in context, such as by labelling storage units with both print and visual clues.

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who attend

The childminder has created an effective learning environment that supports children to develop the characteristics of effective learning. Children select their own resources from the wide range available to them. However, the resources are not currently labelled with print and visual clues. This is a missed opportunity for children to see words in context and begin to understand that print carries meaning. Children are curious and confidently explore the environment, developing ideas and following their own interests. The childminder effectively monitors children's progress through observation and assessment. She successfully gathers information from parents about children's specific interests, in order to plan purposeful learning experiences. Parents know what their child is learning because they engage in daily discussions with the childminder and share development records regularly. As a result, parents enhance their child's learning through activities and

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who attend

Children make good progress in their learning because teaching is good. The childminder effectively extends and enhances children's learning through her skilful interactions. For example, the childminder helps children to develop ideas and extend their thinking through the effective use of open-ended questioning. Children complete jigsaws together and the childminder supports them to make connections and develop ideas by thinking aloud and offering possible solutions to problems. Children engage in a wide range of activities that promote learning across all seven areas of learning. Planned activities are made enjoyable through the childminders effective interactions. As a result, children are enthused and motivated to learn, which prepares them well for school.

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who attend

The childminder effectively supports children's communication skills. She models conversation and helps children to use descriptive language. For example, children talk about leaves being 'crunchy', as they collect natural resources on a nature walk. Children enjoy rhymes and songs, which supports their acquisition of language. They listen attentively to others during group sessions and await their turn, with the support of the childminder. Children share ideas and work cooperatively together to solve problems as they master the art of lifting bricks with the toy crane. Children develop physical skills as they join construction resources together. The childminder effectively uses praise and encouragement to support children to try again, if at first they do not succeed. As a result, children persist in activities until they are satisfied that they have achieved their goal.

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

The childminder is kind and caring. She has a nice rapport with the children and is attentive to their needs. As a result, children feel secure in a nurturing environment. Children settle quickly because trial sessions are arranged flexibly in accordance with their specific needs. The childminder effectively exchanges information about children's preferences, interests and health needs with parents. For example, parents complete All about me forms and share ongoing information through daily diaries and discussion. As a result, children's continuity of care and learning is promoted well. The childminder is consistent in her approach to behaviour management. She constantly reinforces positive behaviour, so that children know what is expected of them. Therefore, children behave well and share resources fairly.

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

Children's health and physical well-being is supported well. Children benefit from an extensive outdoor play area, where they can move freely and explore the natural environment. The childminder effectively supports children to take sensible risks, as they challenge themselves in the outdoor area. For example, children carefully climb down the large patio step to the grassed area, with the childminders support. During visits in the local community, the childminder teaches children road safety. Therefore, children develop an awareness of potential dangers and learn how to stay safe. Children follow good hygiene routines and the childminder is a positive role model. As a result, children know that they need to wash their hands after using the bathroom and before eating food. The childminder provides a good range of healthy snacks. She teaches children about the benefits of a healthy diet through books and discussions.

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

Children are very confident and happy in the childminders care. They develop independence as they engage in activities of their choosing. Children know the routine well and learn self-help skills. For example, children independently hang their coats up and take off their wellington boots, after coming in from outside. Children initiate conversations with others in order to share ideas and develop storylines in their imaginative play. The childminder provides constant reassurance and praise, which raises children's self-esteem and supports them to try new things. Children develop positive relationships with other children in the setting and those in the wider community. For example, children develop friendships with other children who they will go to school with at the local playgroup, which is run by the childminder. Therefore, children are developing the necessary skills to prepare them for future moves to other settings.

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provision

The childminder has a clear understanding of her responsibilities to safeguard children. She has a secure knowledge of child protection procedures. For example, the childminder knows the possible indicators of abuse and the procedure to follow should she have concerns about a child in her care. The childminder holds a valid paediatric first-aid qualification. This means that she can provide emergency treatment in the event of an accident. The environment is clean and maintained well. The childminder effectively carries out risk assessments, including for all outings. This ensures that potential hazards are identified and minimised, so that children are kept safe.

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provision

The childminder is committed and enthusiastic. She regularly attends training in order to further improve her knowledge and skills. The childminder effectively uses information from training, along with feedback from parents, to plan pertinent improvements to her practice. Since the last inspection by Ofsted, the childminder has successfully improved observation systems to further support children's future learning. For example, children participate in purposeful and challenging activities based on their next steps in learning. The childminder has a good understanding of how children learn and effectively monitors their progress through tracking systems. Children benefit from a well-resourced environment, where they can make choices and develop ideas. The childminder effectively extends and enhances children's learning through her playful interactions. Therefore, children make good progress in relation to their starting points.

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provision

Partnerships with parents are good. Parents receive regular information about events in the setting through noticeboards and newsletters. They contribute to children's learning experiences, using combined daily diaries and learning journals. As a result, parents are kept well informed of children's learning and continuity of care is promoted well. The childminder regularly attends childminder networking meetings. This ensures that she keeps up to date with changing regulations and provides opportunities for her to gain ideas that further improve her practice. Partnerships with other settings are well established. The childminder effectively exchanges children's development records with new settings to support continuity of learning.

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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 EY243432 Local authority North Yorkshire Inspection number 872572 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 20

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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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