Sorrell, Michelle Ann

Inspection date

Previous inspection date 24 February 2015 23 September 2008

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder evaluates her practice comprehensively and demonstrates a strong drive for improvement. Since the last inspection, she has completed a level 3 early years qualification. She successfully draws on this experience to enhance ongoing practice.  The childminder has clear procedures in place to observe and assess children's progress, and to use this information to plan for their individual needs. As a result, children are making good progress in their learning and develop good concentration in readiness for school.  The childminder uses effective teaching methods to support children in their learning. She gets down to their level and joins in with their chosen play, extending learning further. As a result, children are effectively challenged and motivated in their learning.  Children are happy and content in the childminder's care and positive relationships promote their emotional needs well. The childminder engages well with the children

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This provision is good

and through her positive interactions, she supports them to be confident communicators.  The childminder maintains a safe and secure environment for children and helps them to learn about keeping themselves healthy and safe. She completes daily safety checks and regularly reviews risk assessments to promote their welfare.

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It is not yet outstanding because:

 The childminder, on occasion, does not allow sufficient time for children to answer questions and misses opportunities to extend their understanding of how things work.  Children have fewer opportunities to develop some aspects of their early mathematical skills as, for example, there are few numbers displayed for them to refer to in their play.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 enhance children's problem-solving skills by extending opportunities for them to work out how and why things work, and by allowing sufficient time for children to think and respond to questions  provide more opportunities for children to develop their early mathematical skills, both indoors and outdoors.

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Inspection activities

 The inspector observed activities and interaction between the childminder and the children during their play outdoors and indoors.  The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector saw the areas of the childminder's home that are used by children.  The inspector discussed self-evaluation, action planning and children's learning with the childminder. She looked at a selection of children's records, planning information, suitability checks and qualification certificates.  The inspector sampled a selection of written comments and feedback.

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who attend. This is good

The childminder knows children well and monitors their development carefully. She is clear about children's next steps in learning and skilfully incorporates these into ongoing, interesting activities. For example, children plant, grow and harvest their own vegetables, such as tomatoes, which they then use to make soup. These activities support children's physical development and their understanding of the world. As a result of the good-quality teaching, children's speech and language skills are constantly extended through discussions and sharing books together. Children were actively involved and responded confidently to questions, identifying what happened next and demonstrating good recall skills. In addition, children learn to recognise the letters in their names and in the environment from the many labels displayed. However, on occasion, the childminder does not maximise opportunities for children to count in similar activities, to extend their

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who attend. This is good

understanding of number. Children enjoy meeting other children in group situations and places of interest so they are well prepared for moving on to pre-school or school.

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good

The childminder provides reassurance and meets children's care routines consistently. Children help tidy away the resources, and are supported in their personal care skills, such as washing their hands at appropriate times. As a result, children develop close and trusting relationships with her. The childminder uses constant praise to encourage children, building their personal, social and emotional development well. Children play freely, and the childminder uses good teaching techniques to support and extend children's learning. For example, they test out the properties of dough by prodding and squeezing it into shapes or by making snails. However, occasionally, the childminder jumps in too soon with the answer to a question and, therefore, does not give the children sufficient time to think or work out the answer for themselves. Children have opportunities to be active and their health is supported well.

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provision is good

The childminder demonstrates a robust understanding of her responsibilities to meet the requirements of the Early Years Foundation Stage. She has a strong commitment to developing her practice, with lots of ongoing training to further enhance her knowledge of good quality practice. Consequently, the childminder's capacity to continually improve is good. She has attended safeguarding training and understands how to follow procedures to keep children safe. For example, she practises regular fire evacuations with the children. The childminder speaks with parents about children's starting points when they begin in her care and keeps them very well informed of their child's progress, with summary reports each term. She evaluates her practice and regularly seeks the views of children and parents, reflecting their views in her planning. These partnerships fully support children's continuity of care and learning, and as a result, children are well

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provision is good

prepared for their next stage in learning.

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Setting details

Unique reference number EY248548 Local authority York Inspection number 860294 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 23 September 2008

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Telephone number

The childminder has been registered since 1998 and lives in a village on the outskirts of York. She operates Monday to Friday all year round, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

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

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