Childminder in Newcastle upon Tyne

Inspection report for early years provision

p.1

Unique reference number EY359301 Inspection date 26/04/2010 Inspector Janet Fairhurst

p.1

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 0300 123 1231, 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.

p.1

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

p.2

T: 0300 123 1231 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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder has been registered since 2007. She lives in Coxlodge, a suburb of Gosforth, with her partner and two children aged 13 and 10 years. Her home is close to local shops and schools and a metro station. The whole of the ground floor and an upstairs bathroom are used for childminding purposes. There is an enclosed rear garden available for outdoor play.

p.4

Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, no more than three of which may be in the early years age range. She currently has 22 children on roll of whom six are in the early years age range. She also offers care to children aged over five years to 11 years. The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

p.4

Description of the childminding

The childminder collects children from the local school and goes to toddler groups regularly. She is a member of the National Childminders Association.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The childminder supports children's welfare and learning very well. The children are valued and respected and the childminder works in close partnership with parents to provide an inclusive service where children's individual needs are met. The childminder has begun to monitor and evaluate her provision, involving both parents and children in this process so that their views are taken into consideration when developing her practice.

p.4

further?

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

p.4

further?

 build upon existing systems for monitoring children’s progress to show how children’s next steps are effectively planned for  continue to develop the links with other providers, to ensure continuity and consistency is achieved in children’s learning and development  consider developing the risk assessments further, for example, by making a record of the risk assessments undertaken for outings.

p.4

the early years provision

The childminder has a secure understanding of child-protection issues. She is confident in her ability to recognise any signs or symptoms of abuse or neglect, and knows the steps to take if she has any concerns. The childminder keeps comprehensive risk assessments and reviews these at regular intervals to ensure This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 that any potential hazards are identified and addressed. Although the childminder has not recorded specific risk assessments for each outing undertaken she competently explains how she ensures children's safety during outings. The childminder organises her home, and the resources within it, very effectively so that children can easily access play materials and make independent choices. The environment is warm and welcoming, providing child-orientated surroundings where children can play and rest in safety and comfort.

p.4

the early years provision

The childminder provides parents with a good range of information about her service, her setting and the people within it. They receive a copy of her policies and procedures which they sign to indicate their understanding and agreement. In addition to daily discussion the childminder also sends out newsletters and uses daily diary sheets for each child to keep a close connection between their homes and her setting. These diaries include such things as what the children have eaten and how they have spent their day. The childminder also shares her records of children's achievements so that parents are well-informed about the progress that their children make. Parents have completed questionnaires about the service and the quality of care which are very positive and complimentary. Links with other providers who also provide Early Years Foundation Stage are developing, however, the childminder acknowledges that more could be done to further support

p.5

the early years provision

The childminder evaluates the quality of her service by using parent and children questionnaires to find out their opinions, and any areas that they would like to see improved. She uses the feedback as a basis for monitoring her strengths and areas for development. The childminder recognises the importance of continually developing her knowledge and skills and has attended some short training courses including first aid, equality and diversity, and observations and assessment. In addition to this she also meets regularly with her fellow childminders to discuss practice issues. Recommendations from the previous inspection have been addressed demonstrating a positive attitude to continued improvement.

p.5

and outcomes for children

The childminder has close and loving relationships with the minded children and they are clearly settled and confident in her care. The childminder has a good understanding of the Early Years Foundation Stage and children are making good progress in their learning and development as a result of the skill with which the childminder supports them. Children thoroughly enjoy their play, and are actively and happily engaged. Systems used to observe, assess and evaluate what children know and can do are developing well. Each child has an individual development folder which contains narrative observations linked to the areas of learning and is supported well by photographs and children's own creative work. The childminder uses the information gained from her observations to identify the children's next steps. However, it is not clearly documented in the children's records how she then plans specific ongoing learning experiences for each child.

p.5

and outcomes for children

The childminder knows the children well and activities and resources reflect their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 interests and meet their individual learning and development needs. The childminder devotes her time and attention to the children, effectively promoting learning through play. The childminder uses parents' knowledge to help herself and the children acquire new skills, for example, baby sign language, which she tries hard to incorporate into everyday routines. This means that children are able to develop a new way of communicating, and children with limited speech are fully included. The childminder makes the most of diversity to help children understand the society they live in by providing a range of positive resources, such as, books and play people with disabilities. Every child receives support from the childminder as she shares her attention equally. She ensures that each child is included and

p.5

and outcomes for children

encouraged during their play, providing them with a sense of belonging and worth.

p.6

and outcomes for children

The childminder maximises every opportunity to develop children's thinking and learning through everyday routines such as meal times, and at quiet time when sharing a story. For instance, over lunch the childminder encourages the children to count how many sandwiches they have and draws their attention to the shapes of them. Children are quickly developing their methods of communication; they benefit from the childminder's patience and encouragement as they begin to learn new words and try to join in conversations. They enjoy sharing books and listening to stories. Children show delight through smiles as they learn about problem solving, while they attempt to put shapes into the shape sorter and as they try to hold two large balls in their arms. Interactive cause-and-effect toys encourage their curiosity further. Children spend time working through simple programmes which promote counting and simple addition. They learn about the natural world

p.6

and outcomes for children

as they observe the tadpoles and frogs in the garden pond and begin to understand the life cycle from frog spawn to frog.

p.6

and outcomes for children

Children generally bring their food with them from home, which is complemented by a range of healthy snacks that help meet their nutritional needs. Children enjoy learning about healthy eating as the goodness of the food is discussed while they are eating. The childminder uses this time effectively to develop children's social skills and independence. Children develop good personal hygiene practices as they are encouraged to wash their hands carefully at appropriate times. They enjoy fresh air and regular exercise as part of a healthy lifestyle as they go by foot or buggy to a range of local toddler and childminder drop-in groups. They have fun visiting the local parks, taking the metro to Newcastle and playing in the garden. Children are constantly learning about the safety precautions to take when out and about, for example, holding hands and finding a safe place to cross the road. Indoors, children learn about how to evacuate the premises in an emergency. They

p.6

and outcomes for children

follow simple rules, such as one child on the trampoline at a time, understanding that this will help keep them safe. Children's behaviour is very well managed with plenty of praise and encouragement used to raise their confidence and self- esteem. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

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

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8