Childminder EY474192

Inspection date

Previous inspection date 9 March 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children make good progress in their learning. The childminder plans activities, reflecting children's current interests and needs. The childminder effectively supports children to develop their concentration and ability to persevere at an activity.  The childminder uses effective teaching strategies to provide children with an appropriate level of challenge. Children demonstrate enthusiasm for learning and show a high level of self-esteem from their achievements.  The childminder works well with the local school. She uses her knowledge to help prepare children for moving successfully on to their school-based education.  Children demonstrate a sense of well-being and belonging in the childminder's welcoming and well-organised home. They are confident to ask for items they want and invite the childminder to join in with their play.  The knowledgeable and well-qualified childminder is committed to continually

p.1

This provision is good

developing her early years practice and skills, in order to deliver a high standard of teaching and care.

p.1

It is not yet outstanding because:

 The childminder does not give parents enough support to share information with her about their children's achievements at home.  Partnerships with other early years providers do not fully support a collaborative approach to children's ongoing development. Consequently, continuity for children's learning and development could be developed even further.

p.1

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

 support parents to share what they know about their child's achievements, enabling a shared approach to their learning  make better use of the partnerships that are in place with other early years providers to foster a more collaborative approach for children's learning and development.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector looked at relevant documentation, such as, policies and procedures, children's learning portfolios and the suitability and qualifications of the childminder and her assistant.  The inspector spoke to the childminder and children at appropriate times during the inspection and viewed the areas used for childminding.  The inspector took account of the views of parents through a variety of their written comments.

p.2

Effectiveness of the leadership and management is good

Since registering, the childminder has successfully completed a relevant qualification at level 3. She has a secure understanding of how to support young children to learn through good quality play experiences. The childminder seeks and acts on advice from the local authority. She takes account of parents' and children's feedback. Her reflective self- evaluation accurately identifies the areas she wants to develop even further. Parents' written comments are very positive. They speak highly of the childminder and the quality of care and learning she provides for their children. The childminder, occasionally, works with an experienced assistant. The childminder has a good understanding of her responsibilities to ensure her assistant is appropriately equipped to deliver high-quality care and learning. Arrangements for safeguarding are effective. The childminder is aware of the procedures to follow if she has concerns about a child's safety or welfare.

p.3

Quality of teaching, learning and assessment is good

The childminder clearly identifies the next steps children need to develop, in order to make good progress in their learning. She offers timely interventions, asking questions to extend children's learning further. She encourages children to think and solve problems. The childminder successfully introduces opportunities for children to develop an understanding of numbers and letters in their play. Children enjoy the challenge of searching the environment to find letters and numbers which are important to them. The childminder helps them to make links and build on previous learning. For example, she reminds children to think about the position of facial features and how to represent fingers correctly as they carefully draw pictures of people.

p.3

Personal development, behaviour and welfare are good

Effective settling-in procedures help children to develop their confidence and adapt to their new surroundings. Care practices are implemented well and support children's self- care skills and well-being. The childminder sets clear boundaries for children and consistently applies them, so that she helps them to develop appropriate social skills. From a young age, they learn how to care for the toys and resources in their environment. Children have lots of opportunities for physical exercise during regular outings. They also benefit from the variety of different experiences gained during frequent trips to places in their local community, such as the library and leisure centre. The childminder gives children good opportunities to choose and direct their own play. She provides children with a list of pictures, showing the plentiful and varied resources and activities. This enables the youngest children to communicate their preference through pointing, helping

p.3

Personal development, behaviour and welfare are good

all of them to feel engaged, included and involved.

p.3

Outcomes for children are good

Children are motivated and eager learners. They are developing independence and confidence with making decisions and leading their own play. Children behave well and are helped to develop a respect of the needs and differences of others. They learn to share, take turns and understand the importance of routines. Children make good progress in all areas of learning and are prepared well for the next stage in their learning.

p.3

Setting details

Unique reference number EY474192 Local authority North Yorkshire Inspection number 966642 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 12 Number of children on roll 9

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2014 and lives in Selby. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She, occasionally, works with an assistant who is an experienced primary school teacher. The childminder provides funded early education for two-, three- and four-year-old children.

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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