Childminder in North Yorkshire

Inspection date

Previous inspection date 15/01/2015 06/02/2012

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early years provision

This inspection: 2 Previous inspection: 3 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 ensures that the provision stimulates the children's interests and challenges their learning. Opportunities for learning are created in all aspects of the setting.  Children are happy, relaxed and secure and they develop very positive relationships with the childminder, who is attentive and shows that she knows them and their families well.  Daily discussions with parents help the childminder to promote continuity of care for children.  The childminder has a secure understanding of safeguarding procedures, which helps to protect the children in her care.

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It is not yet outstanding because

 Opportunities for communication with parents about how they can support children's learning and development at home have not yet been optimised.

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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 made observations of the children while they were engaged in activities indoors.

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Inspection activities

 The inspector looked at children's records, observation and assessment files, planning documentation and a selection of policies.

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Inspection activities

 The inspector took account of the views of parents by looking at letters left by them at the setting.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and all persons living on the premises.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three children in Harrogate, North Yorkshire. The whole ground floor of the house and a bathroom on the first floor are used for childminding. There is a rear garden for outdoor play. The family has a pet cat, a rabbit and a hamster. 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 school. There are currently six children on roll, four 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 5.30pm, Monday to Friday, except bank holidays and family holidays.

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

 strengthen further the communication links with parents, for example, by encouraging and enabling them to support the continuity of children's learning when at home.

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who attend

The childminder has a good knowledge of the learning and development requirements. Children make good progress because the childminder takes care to learn about the children who attend her setting. She gains information from parents on entry, as well as making regular observations and getting to know children's likes and dislikes. As a consequence, children's needs are met effectively and promptly in the setting. The childminder completes a daily diary that goes home with the children. She records information about the care children have received as well as a summary of the activities they have taken part in. However, the system for sharing planning information with parents is not fully established. As a result, the childminder does not always provide the optimum support to parents to further their child's learning and development at home.

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who attend

The childminder ensures that the children receive a balanced and broad range of activities that present challenges for them. For example, she plans an activity inside for children to explore ice and artificial snow. The childminder supports the interests of the children and engages them as they explore the texture of the ice and snow. She extends their learning by providing additional resources, such as toy penguins for them to develop their small- world imaginative play. Children are motivated as they count the ice cubes and observe the melting process. The childminder supports children to count to 10. Effective communication and close interaction from the childminder during activities support children's language development successfully. The childminder asks questions, maintains good eye contact with the children and uses repetition to aid their understanding during activities. The layout of the home is stimulating to engage children's learning. For

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who attend

example, children's early literacy skills are effectively supported because the home has a selection of books for them to select. The childminder creates a cosy space using a tent, where children enjoy looking at books. The range of activities and experiences is broad enough to allow children to make good progress in all areas of learning and acquire the skills and knowledge required for future learning. Children have many opportunities to develop their physical skills. They walk to and from the local school and visit parks on a regular basis, as well as using the equipment in the childminder's garden.

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who attend

The childminder makes regular observations of the children as they engage in child- initiated play. She uses these observations to plan children's next steps in learning across the seven areas. The childminder incorporates opportunities for children to develop independence and practise skills, such as dressing and undressing, when engaging in role play. This supports children's all-round skills and their readiness for school effectively. The childminder has a clear understanding of the purpose of, and how to implement, the progress check for children aged between two and three years. This enables her to demonstrate to parents how the children are developing in the prime areas of learning when they reach the appropriate age.

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

The childminder has formed warm, caring relationships with the children and they are happy, settled and relaxed in her care. During all activities, she talks to children cheerfully and consistently. She adds to the resources upon their request and plays alongside children. She demonstrates positive regard for the children and listens as they recall previous experiences they have had in her setting. As a result, children are emotionally secure. In addition, she consistently praises them during the day. Positive behaviour is reinforced and encouraged. This helps children to learn about the boundaries set and to manage their own behaviour well.

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

The childminder forms strong bonds with the children in her care. She is sensitive to the needs of the children and their parents. Parents comment about how they feel the childminder creates a friendly and welcoming environment. They value the information they receive about their child's achievements and emotional well-being. Parents feel reassured by the regular verbal communication with the childminder at the beginning and end of the day.

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

Healthy lifestyles are successfully promoted because the childminder ensures that the children receive regular outdoor activities that promote exercise, such as going to parks, playing in the garden and exploring the local area on different outings. They are developing a good understanding of the importance of eating healthy foods. This is because the childminder gives them healthy snack choices. The childminder encourages children to wash their hands and she talks to them about why keeping their hands clean is important. Consequently, the children learn about healthy lifestyles and hygiene. Children are cared for in a home which is hygienically maintained and is risk assessed well. This ensures that the children can safely explore the environment and resources. They learn about risks and how to manage them.

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provision

The childminder has a secure understanding of her responsibilities for meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a good knowledge of child protection issues and keeps her practice up to date with regular training. This ensures that she can effectively protect children from harm. Written risk assessments for her home and outings, along with daily checks and supervision of children, ensure that risks to children in her care are minimised. Documentation is organised well, regularly reviewed and used effectively by the childminder to safeguard children and support their welfare. The childminder demonstrates a good knowledge of the importance of ensuring persons who have contact with the children have appropriate background checks to ascertain their suitability.

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provision

The childminder demonstrates a positive approach to self-evaluation. She works closely with her local authority contacts and parents to effectively monitor and evaluate her own practice. In addition, she has addressed the actions and recommendations raised at her last inspection, resulting in improved observation and assessment practices. The childminder is committed to attending training to improve her practice. This demonstrates a positive attitude towards continuous improvement. The childminder has a good understanding of her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. Clear tracking documentation is in place, which enables the childminder to establish children's starting points. She also systematically monitors the progress children make over time. This ensures she has an accurate understanding of all children's skills and abilities.

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provision

Partnerships with parents are good. The childminder provides them with detailed information about the way her setting is run. She ensures flexible arrangements are in place to support information sharing between home and her setting. She demonstrates a positive attitude towards working with other childminders in order to plan beneficial activities at the local sessions that she attends. The childminder has built links with other early years provisions, such as the local school. She has a good understanding of the importance of liaising with these provisions to support children's care and 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 EY431414 Local authority North Yorkshire Inspection number 870421 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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