Childminder, Out-of school day care in Newcastle upon Tyne

Inspection report for early years provision

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Unique reference number 319010 Inspection date 20/04/2010 Inspector Janet Fairhurst

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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 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.

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

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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

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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 1992. She lives with her husband, who is also a childminder, in Kingston Park, a residential suburb of Newcastle upon Tyne. They are close to local amenities, a park and public transport networks. The whole of the ground floor of the property and the first floor bathroom are used for childminding. There is a fully enclosed garden available for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of six children and currently has three children on roll, of whom two are in the early years age range. The childminder works with a co-childminder and together they may care for a maximum of six children. Both childminders have joint responsibility for the childminding practice. The childminder 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

Children settle extremely well with both the childminder and her co-childminder and enjoy a warm, close relationship. The childminder makes good use of the home, garden and local community, offering many valuable learning experiences. All children are treated as individuals in a fully inclusive setting and have their differing needs effectively met through very close partnership arrangements with parents and others providing the Early Years Foundation Stage framework. The childminder is motivated in what she does, which is reflected in her ongoing approach to the evaluation of her practice.

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further?

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

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further?

 consider developing the risk assessments further, for example, by making a record of the risk assessments undertaken for outings  build upon the already good systems for monitoring children’s progress to show how children's next steps are effectively planned for.

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the early years provision

The childminder has a clear understanding of her responsibility to protect children and knows how to implement the local safeguarding procedures. She has recently attended training in this area to ensure her knowledge is kept up to date. The childminder and her co-childminder have established effective records, policies and procedures to support the safe and efficient management of the service provided. These are shared with parents so that they are aware of the expectations of themselves, their children and the setting. The childminder and co-childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 organise their time well to provide children with a very high level of individual support and constant supervision. Risk assessments are carried out, including all areas of the home and garden. From discussion with the childminder and co- childminder it is clear that they have appropriate measures in place to ensure the

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the early years provision

safety of children during outings; however, these are not recorded.

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the early years provision

The environment has been organised to ensure that all children can move around easily and access resources for themselves. The childminder supports children's knowledge and understanding of the society they live in; for example, children are learning about Diwali and Eid and visit China Town in Stowell Street. Play resources, such as dolls, dressing up clothes, books and small world equipment, provide children with positive images of diversity and disability. Children and their families receive a very warm welcome from the childminder and her co- childminder. Both take joint responsibility for sharing information with parents, which has resulted in very successful partnerships being established. In addition to the daily discussions there is also a good level of information on display, therefore ensuring an effective two-way flow of information. The parents are actively involved in contributing towards their children's ongoing assessment records as

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the early years provision

they are invited to read their child's development folder and share their observations from home. It is evident from parents' comments that they are extremely happy with the service provided. The childminder has made good links with the local playgroup that the children attend. She has been able to discuss relevant information with them and also has adopted the same system used with parents to collate children's starting points.

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the early years provision

The childminder has completed a self-evaluation of her provision, which is an accurate reflection of the care provided. She is proactive in involving parents and children to help her evaluate the quality of the care and development opportunities she provides for children. She is keen to share best practice ideas with other childminders in her area as they meet up on a regular basis. The recommendation raised at the previous inspection has been addressed. For example, the childminder now has in place a safeguarding policy which clearly outlines the procedures she would follow in the event of an allegation being made against her or her family.

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and outcomes for children

Children are very happy and are cared for in a clean, bright and stimulating home environment. The childminder plays with the children and supports them to gain new skills. For example, she encourages their communication skills by talking with them, providing new vocabulary. As a result, children are learning to confidently express their needs and to talk about what they do. Children are settled in the childminder's care and have developed really warm and positive relationships. They are provided with good opportunities to enjoy a balanced selection of activities both inside and outside the home and, as a result, are making good progress towards the early learning goals. The childminder takes the lead role in observing children at play and uses this information to chart their progress and plan their next steps in learning. Each child has a development folder in which a collection of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

their creative work is kept alongside narrative observations and this is supported well by relevant photographs. Clear links are made to the areas of learning and children's next steps are identified. However, although the childminder was able to say how she then plans to meet the next steps in children's learning, this is not clearly documented in the children's development file.

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and outcomes for children

Children are very motivated and thoroughly enjoy the interaction of the childminder and her co-childminder. Through spontaneous activities children are beginning to use numbers and are beginning to recognise shapes and colours. Young children are beginning to solve problems. For example, one child was determined to tuck two chairs under the table but due to their size this was not going to be achieved. The childminder allowed sufficient time to try but to avoid frustrations occurring she skilfully intervened and suggested they might be too big, offering an alternative way to tuck them under the table. Children enjoy being creative and become engrossed in their painting activity using different colours of paint to mix together to create different colours. The childminder provides different resources to enable children to experiment, such as textured paper and different- sized paintbrushes. Children have opportunities to develop their knowledge and

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and outcomes for children

understanding of the world as they enjoy their visits to the local museums, farms and art galleries.

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and outcomes for children

The childminder undertakes regular visits to the local childminder drop-in sessions where children have opportunities to socialise with other children and adults. Visits to the parks and the good use of the garden allow children to test their physical skills and enjoy the freedom of being outdoors. Children are learning to be respectful as the childminder encourages them to use their manners. There are good opportunities for children to make their own choices and decisions and these are respected by the childminder. Children are encouraged to contribute and are valued, so are confident to make their views and thoughts known.

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and outcomes for children

A healthy lifestyle is actively promoted, with good hygiene routines followed and discussed with children. Parents provide the children with their main meal of the day, while the childminder ensures they are offered healthy snacks and regular drinks. The childminder is proactive in keeping children safe at all times and ensures good security of the premises. Children learn about keeping safe as the childminder reinforces road safety when out walking with them and regularly carries out emergency evacuations with the children. 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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