Childminder in North Yorkshire

Inspection date

Previous inspection date 12/01/2015 02/03/2009

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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

 Children make good progress in relation to their starting points. This is because the quality of teaching is good and the childminder understands how young children learn through play and exploration.  Children show readiness for school because the childminder teaches them basic literacy and numeracy skills from an early age. There are effective communication strategies in place with schools, which promotes continuity of learning for children.  Children have clear bonds with the childminder because she is kind and caring towards them. Therefore, they are able to form secure attachments and feel safe in her care, which has a positive impact on their emotional well-being.  The childminder understands her role to protect children from harm and she is confident to report concerns about their welfare. As a result, children are kept safe and secure.

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It is not yet outstanding because

 Highly successful strategies are not yet in place, in order for parents to be extensively involved in their children's learning, so that they are best supported to make the very best possible progress.  There is scope to develop existing systems for monitoring practice, for example, by obtaining feedback from children, parents and external agencies.

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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 spoke to the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector toured the premises used by children during the inspection and observed their activities.  The inspector conducted a joint observation with the childminder.  The inspector obtained the views of parents through letters and discussions.

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Inspection activities

 The inspector looked at documents, including a selection of policies, children's assessments records and checked evidence of the childminder's suitability.

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Inspection activities

 The inspector observed practice and the interactions between the childminder and children during play and care routines.

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Information about the setting

The childminder was registered in 1998 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in a house in Leavening, near Malton. The whole of the ground floor, one bedroom and bathroom on the first floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 11 children on roll, five of whom are in the early years age group, and attend for a variety of sessions. She operates all year round, from 6.30am to 6.30pm, 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:

 support parents further involvement in their children's learning, for example, by gathering clearer information about what they already know and can do upon entry and sharpening the focus of areas of development for them, in order that they are best supported to make rapid progress

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

 build on ways to evaluate the impact of teaching and learning on children by obtaining feedback from them, parents and external agencies.

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who attend

The quality of teaching is consistently good and the childminder understands the learning and development requirements. Consequently, children benefit from experiences, which have an appropriate balance of self-chosen and adult-initiated aspects. For example, children choose to work creatively after lunch using a range of resources, such as paint, brushes and pens. The childminder allows children the time to explore for themselves, before intervening and asking questions, which encourage them to test out ideas and predictions on colour mixing. Babies make good progress in the prime areas of learning as the childminder models different words to them and provides them with resources, which help to stand up and take small steps. As a result, babies develop language skills and begin to move independently around the room to explore their surroundings.

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who attend

Older children show readiness for school and begin to develop literacy and numeracy skills. For example, children thoroughly enjoy taking turns to play a game of dominoes and they are able to accurately recognise how many spots are on the piece without counting them out. Books are available for children at all times and they access them independently. The childminder encourages their interest in reading by offering praise when they join in with favourite parts of the story and attempt to read short words.

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who attend

The childminder regularly observes children during play and uses the information, which she gathers to form assessments, which are shared with parents. For example, the childminder shares written summaries of children's development with parents and she has a progress check in place to complete when children are aged between two and three years. The childminder has relationships in place with the local school, which enable her to pass on information about children and act as a method of communication between teachers and families. This promotes continuity of learning for children. However, there is scope to further enhance ways for parents to extend children's learning at home. For example, information regarding children's prior achievements does not form part of their starting points assessment. Also, the childminder does not always share children's ongoing areas for development.

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

Children form secure attachments with the childminder and she has a warm, caring attitude towards them. This means that they feel safe and supported in her care. There are effective procedures in place to help children and families settle in. Also, the childminder gathers information about children's individual care needs. Consequently, babies benefit from established care routines, which meet their individual needs. For example, the childminder immediately recognises and responds to them when they show they are hungry or tired. This prevents them from becoming distressed and has a positive impact on their emotional well-being.

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

The childminder is a good role model for children. She encourages them to have manners and provides clear and consistent boundaries for behaviour. As a result, children's behaviour is good and the environment is calm and positive. Children benefit from consistent messages about what contributes to a healthy lifestyle. For example, the childminder talks to children about eating healthy foods and they recite a rhyme about eating apples each day. Children understand the importance of having good hygiene and automatically go to wash their hands before food. The childminder encourages children to be independent and offers words of praise and support when they do things for themselves. Consequently, children grow in confidence and have high levels of self- esteem.

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

The childminder supports children's progression because she provides a stimulating learning environment to cater for their all-round development and well-being. Resources are easily accessible indoors and outdoors. This means that children can make their own choices while developing their independence. The childminder teaches children to keep themselves safe and think about the consequences of their actions. For example, she talks to children about how to use small scissors and explains what happens if they are not used appropriately. Therefore, children begin to develop an awareness of safety and consider appropriate risks.

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provision

The childminder demonstrates an awareness of her role to protect children and keep them safe. For example, she is confident to report concerns about children's welfare and everyone in the household has a Disclosure and Barring Service check. The childminder conducts regular risk assessments and practises fire evacuation procedures. This means that children are kept safe and secure in her care.

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provision

The childminder monitors the educational programme to ensure that it covers all seven areas of learning by using observations and assessments of children's experiences. There are partnerships in place with other professionals, such as the inclusion support worker, in order to access further help for children if needed. Effective relationships with schools provide continuity for children in regard to their learning, which contributes to their good progress. The childminder has attended training to maintain and refresh her knowledge of first aid, in order to respond effectively in medical emergencies. However, there is scope to enhance self-evaluation further, for example, by obtaining feedback from children, parents and external agencies, so that this can be used to continuously evaluate and improve the quality of teaching and learning experiences.

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provision

Parents and other settings that children attend, for example, schools, speak positively about the childminder. They are pleased with the contribution she makes to children's overall development and well-being, particularly how well prepared they are for the next stages in their development. This demonstrates the positive impact the childminder has on the community and the children who attend.

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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 303681 Local authority North Yorkshire Inspection number 867485 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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