Hill, June Lorraine

Inspection date

Previous inspection date 21 April 2015 14 November 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 quality of teaching is good because the childminder provides children with a broad range of challenging and stimulating activities. As a result, all children make good progress across the seven areas of learning.  The childminder interacts well with children, she continually talks to them throughout their play and models language. This successfully develops children's communication and critical-thinking skills.  Children's emotional well-being is effectively promoted because they play and learn in a warm, homely and friendly environment. Therefore, children show independence and confidence in the childminder's home.  The childminder shows a commitment to her professional development. She has attended a number of training courses, which ensures she has a good understanding of the requirements of the Early Years Foundation Stage.  Children are effectively safeguarded. The childminder implements a good range of

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This provision is good

written policies and procedures, which protects children's welfare.  The childminder has developed good links with the local primary school and fully understands the importance of sharing relevant information with teachers. This ensures children are well supported for their future move.

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It is not yet outstanding because:

 Children have fewer opportunities to access information technology resources, to develop their exploration and understanding of how things work.  The childminder has not fully considered how the daily routine occasionally interrupts children's flow of 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

 extend opportunities for children to further develop their skills in using information technology, for example, by providing a wider selection of mechanical and programmable toys to help them understand how and why things work  improve snack time arrangements, to ensure children are not distracted or disrupted during their play and learning.

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Inspection activities

 The inspector viewed all areas accessed by the children.  The inspector observed play and learning opportunities for the children.  The inspector carried out a joint observation with the childminder.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector looked at and discussed a range of records, and policies and procedures with the childminder, including evidence of qualifications and suitability of all adults in the household.  The inspector took account of the views of parents through written letters and questionnaires obtained by the childminder.

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who attend. This is good

The childminder regularly observes and assesses children, to recognise their achievements and identify their next steps in learning. She follows and extends children's individual needs and interests to support their future learning. Consequently, children are gaining a good range of skills needed for the next stage in their learning at school. Children have access to a good selection of resources, which enables them to participate in purposeful play. However, information technology resources, such as mechanical and programmable toys, are limited for younger children. This means they have less opportunity to develop their understanding of how and why things work. Children show high levels of concentration and remain interested throughout their activities because they are eager to learn. They thoroughly enjoy playing in the outdoor area, which ensures they are physically active and learn to take appropriate risks. Children develop their investigation

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who attend. This is good

skills as they participate in ice play with the childminder. They use different tools, including rolling pins, to attempt to remove the animals which are frozen in the ice. Children show excitement as they fill and empty containers with water and use the bubble machine. The daily routine is, generally, well organised. However, children are sometimes distracted or disrupted during their play, because snack time arrangements interrupt their flow of learning.

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good

Children have formed strong relationships with the childminder, which means they are happy and settled. The childminder manages children's behaviour well, as she uses a calm and consistent approach to reinforce the boundaries and expectations. As a result, children play cooperatively together and learn to be kind and polite. The childminder regularly praises and encourages children throughout their activities, which ensures they feel valued and appreciated. Children's personal, social and emotional development is effectively promoted. The childminder makes good use of amenities within the local community and attends regular activities, such as toddler groups and messy play sessions. These opportunities enable children to socialise and mix with others.

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provision is good

The childminder monitors the educational programmes and uses effective systems to track children's ongoing progress. This ensures children are progressing well and any gaps in their learning can be quickly identified and addressed. The childminder recognises the importance of self-evaluation and is confident to discuss her strengths and areas for future improvement. Partnerships with parents are good and the childminder ensures they are well informed about their children's learning and development, so there is a cohesive approach to supporting children's learning at home and in the setting. Parents are complimentary about the childminder and the service she provides. They make comments, such as ' The childminder provides a safe and nurturing environment for my child' and 'I know my child is very well looked after as the childminder is amazing'.

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Setting details

Unique reference number 503246 Local authority North Yorkshire Inspection number 869190 Type of provision Childminder Registration category Childminder Age range of children 1 - 11 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection 14 November 2008

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Telephone number

The childminder was registered in 2001 and lives in Richmond, North Yorkshire. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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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