Childminder in North Yorkshire

Inspection date

Previous inspection date 13 May 2015 27 November 2014

p.1

3

Previous inspection: Inadequate 4 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

p.1

This provision requires improvement. It is not yet good because:

 Planning and assessment, although improved, are still not sufficiently robust to ensure that activities always provide appropriate challenge and are based on children's individual next steps in learning.  At times, some children's behaviour has a negative impact on the quality of teaching and activities provided to younger children.  The childminder does not effectively involve parents in assessing children's starting points. In addition, the ongoing two-way sharing of information with parents and other providers of the Early Years Foundation Stage is not sufficiently established to support continuity of learning for children.  The childminder's evaluation of her practice lacks rigour and does not fully take into account the views of parents.  The childminder has fewer natural resources readily available that children can use in a variety of ways to enhance their exploratory and discovery play.

p.1

It has the following strengths

 The childminder suitably safeguards and promotes children's welfare. Through attending relevant training she has a clear knowledge and understanding of her role and responsibility with regard to protecting children in her care from abuse and neglect.  Children are generally happy and settled within the childminder's home. This appropriately supports their emotional well-being.

p.1

What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

p.2

What the setting needs to do to improve further

 improve the procedures for planning activities based on children's individual next steps in learning, to ensure that all children are consistently challenged and make good or better progress in their learning  ensure that children's behaviour is managed in an appropriate way and that the behaviour of older children does not have a negative impact on the quality of teaching and younger children's learning  improve the two-way sharing of information with parents and other providers who also care for the children, to involve them fully in children's learning and development, and enable parents to contribute to the initial assessments of children's learning.

p.2

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 improve the methods for reviewing and evaluating practice, including obtaining feedback from parents, so that weaknesses in teaching and learning are quickly identified and action is taken to address these in order to continually improve practice  improve the range of resources, for example, by ensuring natural and sensory resources are readily available to support younger children's curiosity and exploratory skills.

p.2

What the setting needs to do to improve further

To meet the requirements of the Childcare Register the provider must:

p.2

What the setting needs to do to improve further

 ensure that children's behaviour is managed in a suitable manner (compulsory part of the Childcare Register)  ensure that children's behaviour is managed in a suitable manner (voluntary part of the Childcare Register).

p.2

Inspection activities

 The inspector toured the premises and observed children playing.  The inspector looked at children's learning and development records and a selection of policies.  The inspector spoke with the childminder and children at appropriate times throughout the inspection and conducted a joint observation with the childminder.  The inspector took account of the information provided in the childminder's self- evaluation document.

p.2

who attend. This requires improvement

The quality of teaching is variable. However, the childminder does support children to acquire some of the skills they need for school. For example, when engaging with older children she encourages them to count and to name colours. She supports all children to develop their hand-to-eye coordination, for example, they use spades to fill buckets with dried rice. The childminder completes observations of children's learning and she has made some progress in introducing new systems to assess children's progress. However, she does not use this information well enough to plan for children's next steps in learning. As a result, the learning intentions of planned activities are not clear and, at times, activities do not sufficiently challenge or engage all children. The childminder shares information verbally with parents and other providers of the Early Years Foundation Stage. However, she does not obtain detailed information about children's starting points from

p.3

who attend. This requires improvement

parents. In addition, systems to support the ongoing two-way sharing of information with parents and other providers are not sufficiently robust to promote continuity of learning for children. Children have sufficient opportunities to make independent choices from an adequate range of resources. However, there are limited natural materials readily available for children to explore to improve their investigative skills.

p.3

requires improvement

The childminder's home is safe and welcoming. The childminder uses settling-in visits to discuss children's likes and routines with parents. This suitably promotes continuity of care for children, which means that generally, they feel confident and emotionally secure in her care. The childminder encourages children to share when playing. However, at times, the behaviour of some older children has a negative impact on the teaching and learning opportunities for younger children. This is because at these times, the childminder is preoccupied with the older children and not able to focus her time on supporting younger children. Children's good health is suitably promoted. They have daily opportunities for fresh air and enjoy healthy snacks, such as fresh fruit. Children learn about keeping safe through discussion, for example, they talk about keeping safe on outings.

p.3

provision requires improvement

The childminder is experienced and well qualified and as such, her understanding of meeting the requirements of the Early Years Foundation Stage is sound. She maintains all required documentation and implements appropriate policies and procedures to keep children safe. The childminder has made some improvements since her last inspection. For example, she has introduced systems to complete the progress check for children aged between two and three years. She has also started to evaluate her practice to identify areas for development. However, she does not place a strong enough focus on the quality of teaching and learning and she does not take the views of parents fully into account when evaluating her practice. This means that priorities for improvement have not been effectively identified.

p.3

Setting details

Unique reference number EY305601 Local authority North Yorkshire Inspection number 1000517 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

p.4

Name of provider

Date of previous inspection 27 November 2014

p.4

Telephone number

The childminder was registered in 2005 and lives in Catterick. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

p.4

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.

p.4

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.

p.4

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’.

p.5

Telephone number

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

p.5