Childminder in Newcastle upon Tyne

Inspection report for early years provision

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Unique reference number EY250732 Inspection date 10/03/2011 Inspector Pauline Pinnegar

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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 assesses 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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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 was registered in 2003. She lives with her adult daughter and grandson aged two years old in the Walker area of Newcastle upon Tyne. The whole of the ground floor and first floor bathroom is used for childminding. There is an enclosed garden for outside play. The childminder cares for children on weekdays from 7am to 6pm for 50 weeks of the year.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years range. She currently has three children on roll who are in the early years range. The childminder also offers care to children aged over five years to 11 years and currently there are six children on roll in this age group. Children are cared for on a part-time basis. The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She escorts children to and from the local school and nursery and attends several community groups.

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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 provides a very warm and inclusive environment where children feel a strong sense of belonging. Their needs are met as the childminder establishes mainly very good relationships with parents and others and shares relevant information. Policies, procedures and required documentation are all in place and used effectively to ensure the safety and welfare of children. Children make good progress in their learning as they engage in a wide range of experiences both indoors and outside of the home and systems for observations and assessments are developing. The childminder's commitment to ongoing self- evaluation and her proactive approach to implementing changes, ensures she is constantly improving the outcomes for children.

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further?

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

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further?

 continue to develop procedures to ensure that identified next steps in learning are implemented into planning, matching the observations to the expectations of the early learning goals  improve the systems for parents to review their child's progress and contribute to their child's learning and development record  further develop the systems for sharing information and children's learning and development records with other practitioners for children who attend other settings. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder organises her provision well. She has a good understanding of child protection issues and of her responsibility to protect children's safety and welfare, which ensures children are well protected. She has further improved her knowledge in this area by attending training. In addition, robust vetting procedures are in place to ensure that adults in the household are suitable to be in contact with the children, visitors are monitored and children receive excellent supervision at all times. The childminder has a good understanding of the requirements and the information she needs to obtain from parents to ensure all records are well maintained. Effective records are maintained with regard to the children's attendance, medication and accidents. All records are stored to maintain confidentiality. The childminder has updated the documents in her portfolio to reflect the requirements of the Early Years Foundation Stage. She effectively

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the early years provision

records all risk assessments carried out on the premises and for all outings, which ensures children are cared for in a safe and secure environment. The childminder provides a service that is inclusive for all children and their families to ensure children get the support they need to make good progress. She demonstrates a genuine commitment to inclusion and has identified this as an area to update her training further, in order to be more proactive.

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the early years provision

The childminder evidences a strong commitment to her childminding provision. Systems for self-evaluation are effective with the childminder being able to identify her strengths and weaknesses well. She is passionate about the children in her care and gains feedback from parents, her local authority and other childminders to give her an optimal view of the service she provides. The childminder demonstrates a strong commitment to improving her provision. She is committed to improving her childcare practice by attending regular training. She has successfully completed the recommendations from the last inspection, for example, all the required fire detection equipment is in place and the contents of the first aid is checked regularly. This improves outcomes for children. A welcoming environment is created, children are able to play, rest and eat in comfortable surroundings. The childminder promotes equality and diversity in a very natural

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the early years provision

way, which is meaningful to the children. All children are encouraged to try out the full range of available activities and play equipment. The childminder has written policies and procedures in place relating to equality and diversity and caring for children with special educational needs and/or disabilities. She ensures children are aware of the diversity within their own community and of others and celebrates festivals, such as Chinese New Year and children access a varied range of resources which depict positive images of diversity. The indoor and outdoor environments are well resourced. All children have easy access to a range of good quality toys and resources. This encourages them to make choices and contributes to helping them make progress in relation to their starting points. Toys are rotated regularly to keep children interested and stimulated.

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the early years provision

Children settle with ease and feel very secure as the childminder dedicates time to get to know them and their parents. Introductory visits are organised at the child's pace to help them settle into their new environment and gain a sense of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 belonging. Parents receive copies of all relevant information about the childminding service, including all policies and procedures which inform the childminder's practice. Children benefit enormously from the warm and friendly relationships that are established between the parents and the childminder. The daily exchange of information, both verbally and written diaries ensure that children's ever changing needs are consistently supported. Parents are kept up-to-date with their child's progress verbally. However, although parents can access children's developmental records, they are, not as yet, actively encouraged to contribute to the individual

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the early years provision

'learning journeys' which record children's progress. Parents comment positively on the service they receive. They are impressed with 'the warm and friendly atmosphere' and find her to be 'very accommodating and builds an affinity with children'. The childminder is aware of the importance of building links with others who may be involved with each child, such as nursery and shares verbal information daily, but has not yet developed robust systems to ensure the best continuity of care and learning, including sharing learning and development records.

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and outcomes for children

Children are content and confident in familiar surroundings, as the childminder is sensitive to their needs and interests. The childminder has formed strong, loving relationships with children and they interact positively with adults. She offers clear praise, consistently, which encourages children's positive behaviour. As a result, children are at ease in the setting and clearly enjoy their time with the childminder. The children are able to progress successfully with their development, stimulated by a wide range of colourful resources. There is plenty to choose from so children remain active and engaged in play. They play with small world figures and use their imagination well, washing the dolls clothes and dressing them again afterwards. They receive good support from the childminder who spends all her time playing with them, talking to them and extending their play. Children show a keen interest in stories and choose their own books with encouragement from the

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and outcomes for children

childminder. This is complimented with visits to the local library which supports children's understanding that print carries meaning. The childminder has developed individual 'learning journal' files for the children, which include photographs, examples of the children's work and observations of their activities. These are linked to the areas of learning and although next steps in children's learning are identified, it is not clear how these are used effectively to inform future planning. Nevertheless, the childminder clearly knows the children well and ensures they take part in a wide range of activities, which cover all areas of learning well.

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and outcomes for children

Children's communication skills are effectively fostered through various activities, including songs and rhymes, musical instruments and effective interaction from the childminder. A variety of media and creative activities, including painting, collage and junk modelling helps to develop children's self-expression whilst having fun. Children explore their senses with a range of resources in the 'sensory boxes' which include a range of natural and man-made materials. Children explore their creativity as they have fun dressing up and playing with puppets. Activities, such as, threading beads and shape sorters give opportunities for children to develop This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their fine motor skills and also helps them to develop early problem solving skills. Children have good opportunities to learn about the natural world, as they plant seeds in the garden and grow cress in boxes indoors. They have good

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and outcomes for children

opportunities to socialise with others, as they attend a variety of toddler groups, and enjoy trips in the local community to places of interest, such as, museums and farms. Children explore simple technology as they play with a range of 'cause and effect' toys, torches, cameras and simple computers, which helps them gain effective skills for the future.

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and outcomes for children

Children are able to explore safely, using clean and well maintained resources. They are active or restful through choice, in line with their individual needs and parent's wishes. Effective practices ensure that children's good health is well promoted. The childminder consistently reminds children to wash their hands before meals and after activities and each child has their own wash bag which includes a towel, face cloth and tooth brush. A clear policy regarding the attendance and care of children who are unwell also helps to minimise the risk of the spread of infection. Daily routines are well used to ensure that children enjoy regular fresh air and exercise, including the daily walk to school, regular walks around the local environment and visits to the park. The childminder actively promotes healthy eating through the provision of healthy, balanced home-cooked meals and a wide selection of fresh fruits at snack times. The childminder monitors

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and outcomes for children

the condition of the toys and environment on an ongoing basis to ensure that it remains safe and suitable for their use and provides high levels of supervision. Through discussion and safe practices they begin to learn about possible dangers and how to keep themselves safe. For example, on the walk to school, they keep within the childminder's line of sight along the busy roads and learn to continually look for traffic as they use the pedestrian crossing. The childminder values each child. She knows them well, creating many opportunities for them to share information about their background and personal experiences. She responds sensitively to young children's swiftly changing needs, for example, after a busy morning at nursery they enjoy 'quiet times' and listening to stories. They therefore develop a strong sense of security and belonging in her care and are happy and settled. They are well behaved because the childminder offers high levels of

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and outcomes for children

attention and averts unwanted behaviour. By following the very good example she sets, they learn good manners and to understand how to share and care for each other. It is clear that children feel safe in her company, readily expressing their preferences and feelings. 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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Early Years Foundation Stage

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 3 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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