Yelland, Catherine Alison

Inspection date

Previous inspection date 13 July 2015 21 May 2010

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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 is enthusiastic and continues to develop her childcare practice. She researches information, regularly meets with a network of childminders and completes additional training. This has a positive effect on children as she ensures that her daily practice supports her in promoting their safety, welfare and development.  The childminder has a secure knowledge and understanding of safeguarding practices and fully understands her role in keeping children safe. This protects children's welfare.  The childminder has strong links with the other early years settings that children attend. This means there is a shared approach to children's learning and they receive consistent support.  The childminder supports children's emerging literacy skills. They take part in activities which encourage them to recognise sounds, letters and numbers. The childminder encourages their pencil control and provides good opportunities for them to develop

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This provision is good

their early writing skills.  Children develop warm attachments to the childminder and settle quickly with her.

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It is not yet outstanding because:

 The childminder is not always successful in involving parents in sharing more detailed information about children's learning and development on entry. Therefore, she is not able to use these contributions to support the planning of individual learning experiences from the start.  The childminder does not maximise opportunities for children to develop their thinking skills.

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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

 maximise the opportunities to involve parents in sharing more detailed information regarding children's learning from the start  provide more opportunities for children to enhance their thinking skills.

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Inspection activities

 The inspector observed general play and the lunch and snack time routines in the three rooms and in the garden. She talked with the childminder, her assistant and children at appropriate times throughout the inspection.  The inspector looked at evidence of the suitability of household members and assistants, and a range of other documentation. First-aid and safeguarding training certificates were viewed.  The inspector held joint discussions with the childminder in relation to observations of the children's play, learning and progress.  The inspector reviewed the childminder's self-evaluation.

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who attend. This is good

The childminder's quality of teaching is good. For example, she uses young children's love of singing to encourage their communication and language. Children copy the actions as they are encouraged to balance a beanbag on different parts of their body and practise throwing the beanbag through a hoop. The childminder generally support children's emerging language and communication well. However, on some occasions children do not extend their thinking skills because they do not have enough time to think about answers to the childminder's questions. The childminder uses her good knowledge of the children and her precise observations to inform her assessments and to plan for children's next steps in learning. Consequently, children become competent learners and make good progress in readiness for school. Parents are encouraged to regularly view their children's learning record and add their comments. The childminder offers ideas for activities to do

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who attend. This is good

at home to support their child's learning. However, she does not always gather information regarding children's learning and development to support her in identifying their starting points on entry to the setting.

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good

The childminder has high expectations of children's behaviour. She praises and rewards children for being kind and helpful to one another. Children are polite and frequently use please and thank you in their interactions. They display good levels of perseverance and independence as they follow routines. For example, children put on their shoes and do up the straps independently in preparation for going outside. The childminder spends time discussing how young children are feeling, which encourages them to become confident in expressing their needs. The childminder arranges for teachers to come and visit with the children beforehand. Children benefit from fresh air and exercise each day and make good use of the garden to support their learning. The childminder promotes a healthy diet and children demonstrate good hygiene procedures.

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provision is good

The childminder ensures children are safe, both in her home and on outings. The childminder uses feedback from parents and children to support her in improving her practice. She has recently introduced a newsletter for parents and has developed activities in the garden, such as providing drainpipes to extend children's water play. The childminder closely monitors the suitability of the assistants she works with, including a detailed induction process. Following on from recent training, she is implementing regular supervision to identify any training needs, which are then planned. The childminder communicates closely with other settings that children attend. She shares their planning and provides them with a summary of the children's progress. These effective partnerships with parents and other settings help to maintain continuity for children and support the childminder in monitoring children's progress accurately.

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Setting details

Unique reference number EY401174 Local authority Essex Inspection number 850337 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 18 Number of children on roll 28

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Telephone number

The childminder was registered in 2009 and lives in Little Hallingbury near Bishop's Stortford. She works with two assistants. The childminder operates all year round from 7am to 6pm, 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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