Childminder in South Tyneside

Inspection report for early years provision

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Unique reference number EY270793 Inspection date 20/10/2009 Inspector Sharon, Amelia Robson

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, 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.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder has been registered since 2003. She lives with her husband and six children aged from five to 19 years. She is also a foster carer. They live in a residential area of South Shields. The property is within walking distance to local amenities, including schools, nurseries, parks and transport links. Children have access to the whole of the ground floor and there is an enclosed rear yard available for outdoor play. The family have two lizards. The childminder is registered to care for a maximum of four children aged under eight years. She currently has four children on roll in the early years age range, all attending on a part-time basis. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder is very committed to providing a welcoming and inclusive environment where all children are valued and respected, and where their individual needs are met fully. She has very good knowledge of the Early Years Foundation Stage (EYFS), which ensures she provides children with effective support to enable them to make very good progress in their learning and development. The childminder has a very good capacity to improve the service she provides, as she evaluates her practice and detailed policies and procedures. Very strong relationships have been developed with parents and effective links have been made with other providers and services used by minded children.

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further?

To further improve the early years provision the registered person should:

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further?

 develop further observation and assessment procedures, including children's next steps.

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the early years provision

The childminder has a very good understanding of her role in safeguarding the children in her care. She has completed a number of relevant courses and, therefore, her knowledge is up to date and she is very confident in the procedures she needs to follow. She has comprehensive written policies and procedures relating to safeguarding and she ensures parents receive a copy of these, as well as discussing this at the onset of a placement. The childminder has effective procedures in place regarding the safe collection of children, lost children and security in general. Hazards for children are minimised as detailed risk assessments are in place for all areas used by minded children, including the childminder's car and outings. Children are very familiar with the emergency evacuation procedure, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 as this is practised with them on a regular basis. As a consequence the childminder

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the early years provision

is ensuring children have knowledge of how to keep themselves safe.

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the early years provision

Areas used in the childminder's home are very well organised, with a wide range of toys and resources available which cover all areas of learning. Child-friendly storage systems help promote independence and allow children to make their own choices. Children are valued and their differing backgrounds and abilities are respected. Through the range of resources and activities, as well as the positive role modelling provided by the childminder, children are encouraged to learn about the wider world and to respect difference. Although the childminder does not care for any children with English as an additional language or children with a special educational need or disability, she has clear procedures in place regarding these.

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the early years provision

Partnerships with parents are very strong; their contributions are valued by the childminder and she keeps them well informed about all aspects of their children's development and achievements. Detailed information from parents is used well in planning, which ensures learning opportunities are provided that meet children's individual needs. The childminder uses observations at introductory visits, as well as discussion with parents, to assess children's 'starting points'. She has received extremely positive written comments from parents regarding the service she provides for them and their children. Children's development journals are shared with parents, which include observations that are linked to the EYFS and areas of learning. Parents receive comprehensive information packs at the onset of a placement, as well as information on all the training the childminder has completed. Very good links have been made with other services used by the

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the early years provision

minded children. The childminder obtains details of the term's themes and topics and promotes these within the activities she provides.

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the early years provision

The childminder has fully addressed recommendations raised at her last inspection. She is extremely proactive in ensuring her knowledge regarding learning and development, and childcare in general, is detailed and comprehensive. She has attended a wide range of courses and workshops, including risk assessment, EYFS and inclusion. She has also completed a level 3 childcare qualification. She has clearly identified areas for development within her service, as well as highlighting her strengths.

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and outcomes for children

The childminder has very good systems in place to ensure all children make good progress across all areas of learning. She has begun to use effective observation and assessment records, which are linked to the EYFS, and she is beginning to show how next steps are identified, however, these are not fully in place. She plans activities according to children's individual needs and to ensure each child has the opportunity to fulfil their potential. Flexible weekly plans allow the childminder to respond to children's interests and she ensures children are happy and engaged in their learning and play. Children's independence is promoted, as they are encouraged to make their own choices from the wide range of toys and resources available, and there is a very good balance between adult-led and child- This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 initiated activities. The interaction between the childminder and the minded

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and outcomes for children

children is very good, and she ensures she takes opportunities to help them develop their skills and learning. For example, as a child builds with the wooden blocks she talks about shapes and colours, as well as asking the child if he can put a block on top of, in front of and underneath. The child had great fun, telling the childminder how he was making a train, and went on to talk about where the train might be going to.

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and outcomes for children

Children make very good progress in their social skills and building their confidence, as they have opportunities to visit various groups, including toddler groups and indoor soft play areas. They participate in outdoor physical activities on a regular basis, including visits to the park and putting green, as well as using the very well-resourced yard. The childminder encourages children of all ages to use information and communication technology, including electronic games and laptops, where they can access age-appropriate sites and games, as well as gaining confidence using a mouse. Children have opportunities to go shopping with the childminder and they are able to choose fruit and other foods for their snack time. A wide range of resources are available to help children learn about the wider world, including books, dolls and dressing-up clothes. They also celebrate a wide range of cultural and religious festivals and events throughout the year,

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and outcomes for children

having an opportunity to dress up, taste different foods and make cards and pictures.

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and outcomes for children

Good health and well-being are promoted well, as the childminder uses her information on children's dietary and health needs appropriately. The childminder uses her comprehensive written policies and procedures well, including those regarding accidents, medication and the care of a sick child. Good hygiene procedures are promoted well, as the childminder takes time to talk to children about the reasons why they need to wash their hands, explaining how 'germs on their hands can give them a poorly tummy'. Children learn about healthy eating as the childminder ensures she provides them with healthy and nutritious meals and snacks, and she uses the knowledge she gained from her food hygiene training whilst preparing and storing food. Children have very good knowledge of safety while in the childminder's home and whilst out and about with her. She talks to them about road safety, using appropriate crossings and how to keep themselves

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and outcomes for children

safe on outings. Children practise the fire evacuation procedure with the childminder on a regular basis.

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and outcomes for children

Children have an extremely good relationship with the childminder, and they are very happy and settled in her care. She is very patient and responsive to children's individual needs, and she ensures they feel comfortable and secure in her care. Children are very well behaved; they have good manners and respond in a positive manner to the childminder's routines and consistent boundaries. The childminder knows the minded children very well and methods used for behaviour management are appropriate to children's ages and understanding. Children are enthusiastic in helping to tidy up and through the positive role modelling provided by the childminder they are learning to take turns and share. Children respond positively to the praise and encouragement they receive throughout the day from the childminder. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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