Childminder in North Yorkshire

Inspection date

Previous inspection date 12/01/2015 25/07/2014

p.1

early years provision

This inspection: 2 Previous inspection: 4 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

p.1

This provision is good

 Children make good progress in their learning and development because the childminder plans activities to support their continuing progress and meet their individual needs and learning styles.  The childminder places high priority on children's safety. She has a secure knowledge and understanding of her role and responsibility to protect children and keep them safe from harm.  Children have strong bonds and attachments with the childminder. They feel safe, happy and settled in her welcoming and stimulating setting. As a result, their emotional well-being is supported and they display good levels of confidence and self-esteem.  The childminder has developed strong and trusting relationships with parents. They value the time she spends with their children and the information she shares with them about their child's development and welfare.

p.1

It is not yet outstanding because

 The childminder occasionally misses opportunities to extend children's critical thinking skills through allowing sufficient time for them to answer her questions.  The childminder does not always fully extend opportunities for younger children to explore, understand and share their feelings and emotions.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the designated play areas.

p.2

Inspection activities

 The inspector observed children engaged in activities and spoke with the childminder and children at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector looked at activity planning, records of children's learning and a selection of policies and records.

p.2

Inspection activities

 The inspector checked evidence of the suitability of all household members and the qualifications of the childminder, and viewed her self-evaluation and improvement plans.

p.2

Inspection activities

 The inspector took account of the views of parents provided through written testimonials and information gathered as part of the childminder's own parent survey.

p.2

Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in Brayton, Selby. The whole ground floor of the house and the rear garden are used for childminding. The family has a pet dog, two cats and tropical fish. The childminder attends a toddler group and activities at local community groups. She visits the shops and park on a regular basis and collects children from the local schools and pre- schools. There are currently seven children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 focus more precisely on developing children's critical thinking skills, by giving them more time to think about and formulate their own responses to questions

p.3

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

 enhance opportunities for children to explore and understand their feelings and emotions.

p.3

who attend

The childminder knows children well and she talks confidently about their interests and where they are in their learning and development. The childminder talks to parents about their children's interests at home, routines and stage of development when they first start. This means she is able to provide activities that meet the individual needs of children and build on what they already know and can do. The childminder completes regular and meaningful observations of the children during their play. She uses the information gathered to assess their next steps for learning and plan for their continuing progress. In addition, she plans a varied range of outings each week that she knows the children enjoy and which enhance their learning opportunities further. For example, they attend community groups, go exploring in the local wooded area and visit the library. As a result, children socialise with their peers and learn about the local community through real-life

p.3

who attend

experiences. The childminder offers children good opportunities to choose what they want to play with and she allows them to play in their own way. As a result, children are engaged in their learning and grow in confidence. The childminder further supports children's learning as she interacts well with them. She narrates on what children are doing and asks them questions to seek out their ideas and thoughts. However, on occasion, the quality of the childminder's teaching is slightly less effective. This is because she does not always give children time to formulate their responses before asking them further questions. As a result, children's critical thinking skills are not consistently maximised. Since the last inspection, the childminder has sought the support of childcare professionals and made improvements to the way that she plans activities and tracks children's ongoing progress. In addition, she effectively completes the progress check for

p.3

who attend

children between the age of two and three years. This means that she is able to assess whether children are working comfortably at the expected developmental stage for their age. Consequently, the childminder is able to identify any concerns regarding children's development and work with parents to plan any additional support required.

p.4

who attend

The childminder has effective partnerships with parents and strives to ensure that they are fully involved in their children's learning. She discusses children's daily activities, routine care needs and noted progress with parents when they collect their children. In addition, younger children have a daily diary, which the childminder uses to share important information with parents. This includes her written assessments of children's progress, which enables parents to share and support children's learning at home. Parents also share information about what children have enjoyed during their time at home, which the childminder uses to plan ongoing activities for them. As a result, the childminder ensures that parents feel fully involved in the childminding setting and their children's learning.

p.4

who attend

Children successfully develop the skills they need to be ready for the next stage in their learning and starting nursery or school. For example, they are confident individuals and develop good social skills as they play with other children in the setting or when at community groups. The childminder supports children's language development well. She engages them in conversations and ensures that all children have the opportunity to speak and be listened to. Children hear language and conversations from a young age because the childminder talks to them all the time, using simple language and short sentences. She introduces new words and repeats these, encouraging children to copy, which develops their vocabulary. Children learn that print carries meaning because posters and signs are evident around the play areas. This supports children's interest and understanding of words and pictures. Children are praised for their efforts as well as their achievements,

p.4

who attend

promoting their self-esteem. They thoroughly enjoy being creative and building with recycled boxes and natural materials. The childminder provides a good range of resources for the children to choose from, which supports their design skills and inventiveness. Children share their ideas to build a robot and excitedly glue the boxes and materials together. The childminder extends children's learning by furthering their interest in robots through sharing a build a robot game with them. She skilfully introduces children to all areas of learning through their play. For example, they use replica tools to pretend to build with pieces of wood. The childminder asks them about the size of the wood and children identify big and small pieces, supporting their understanding of early mathematical concepts. Furthermore, the childminder encourages children to recognise numerals, colours and letters as they complete puzzles or play games. They also enjoy

p.4

who attend

many opportunities to make marks, encouraging early skills for writing.

p.4

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

The childminder forms strong bonds with the children in her care. Children happily approach her for affection or reassurance and thrive on the attention they receive. The childminder's home is a warm and welcoming environment and children clearly enjoy the time that they spend there. The childminder celebrates children's individuality throughout her provision. For example, she prepares activities that interest them and they enjoy, she celebrates their achievements and she reminds them of the fun times they have together. As a result, children feel a strong sense of self-worth and belonging in the setting. The childminder builds trusting relationships with parents, which helps to ensure that children feel emotionally safe and settle quickly. Flexible settling-in sessions, based on children's and parents' needs, help the children to become accustomed to the environment, the childminder and other family members. Good information is gathered from parents about

p.5

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

children's routines, preferences and interests, so that initial care is tailored to each child's needs. This means that transitions between home and the childminder's setting are a positive experience.

p.5

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

The childminder is sensitive to children's moods and individual behaviours. She is a good role model who puts the children's needs and interests first and is approachable and friendly. The childminder implements clear and consistent boundaries and, overall, supports children as they begin to understand the consequences of their behaviour. However, there are fewer opportunities for younger children to begin to understand and share their feelings with the childminder and their peers. Children respond to the childminder's interactions with smiles and the more able children confidently express their needs and ask for help when needed. This shows they feel happy and emotionally secure. Children are well prepared for the next stage in their learning and the move to nursery or school. This is because the childminder teaches them how to socialise with their peers. Also children develop confidence, independence in their self-care and good communication

p.5

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

skills with the support of the childminder. Furthermore, the childminder talks to children about school, reads relevant story books and visits the new setting with them. Consequently, children become familiar with the new environment and are happy and ready to move on.

p.5

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

The childminder promotes children's healthy lifestyles through everyday routines and experiences. Children are involved in regular activities outdoors, such as playing in the childminder's garden, visiting local parks or going for walks. This means that children benefit from and enjoy fresh air and exercise. They plant and grow fruit and vegetables in the garden allotment, which promotes their understanding of healthy food choices. The childminder reminds children about safe practices, for example, to walk indoors so that they do not bump into each other and to tidy some of the toys so they do not trip on them. Children learn to take care of their personal health and hygiene because the childminder encourages them to clean their hands, use the toilet independently and help themselves to drinks when thirsty. Parents provide children's meals and the childminder shares information and ideas on healthy eating to guide the parents. Mealtimes are social

p.5

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

occasions when all children sit together with the childminder.

p.5

provision

This inspection follows a previous judgement of inadequate and one monitoring visit. The childminder now has a good understanding of how to meet the requirements of the Early Years Foundation Stage. Consequently, she works within the Early Years Foundation Stage framework and meets her legal duties. The childminder has a secure knowledge of how to safeguard children and has attended relevant training. She has a good awareness of the signs and symptoms of abuse, enabling her to recognise if a child is at risk of abuse or neglect. She is clear about what to do if she has any concerns about a child in her care. In addition, the childminder ensures vetting procedures are carried out on those living in her home to check their suitability. The childminder has a full range of policies and procedures in place, which underpin her practice and are available to parents. She ensures that required documentation and records, such as the daily register, are completed accurately.

p.6

provision

The childminder also records all required information about children and their family to enable her to fully protect them. The childminder carries out effective risk assessments and daily checks of her home and garden. As a result, all environments accessed by children are safe and well organised. This means that children play and learn in a child- friendly and secure environment.

p.6

provision

The childminder has taken swift action to address the actions set at the last inspection and make sustained improvements since her subsequent monitoring visit. For example, she keeps accurate records of children's attendance. She has also developed effective systems to assess and track children's progress and plan challenging activities that meet their individual learning needs. As a result, children are making good progress and their welfare is safeguarded. The childminder actively seeks the advice and support of other childcare professionals and successfully implements new ideas and practices into her daily routine. She is now effectively using self-evaluation to assess the service she provides. Additionally, she has a clear action place to target future improvements in a timely way. The childminder also seeks and responds positively to the feedback gathered from parents, through questionnaires and general discussions. Therefore, she shows a drive

p.6

provision

and commitment to continually improve her service for children and their families.

p.6

provision

The childminder continues to attend childcare courses to enhance her knowledge on specific aspects of children's learning and development. She puts her updated knowledge into practice to improve the outcomes for children. The childminder has established strong working relationships with parents. There is effective two-way communication, enabling the childminder and parents to share information to ensure that the changing needs of children are met. Children's progress is regularly shared and parents are able to see and contribute to assessments of their children's progress. Parents provide very positive feedback about the childminding provision. They comment that their children are happy, settle quickly and enjoy a wide range of activities available. The childminder has good links with the local nursery and school. She understands how to work with staff and teachers when children attend these other settings, to ensure continuity for children in

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY299384 Local authority North Yorkshire Inspection number 988803 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10