Childminder in Sunderland

Inspection report for early years provision

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Unique reference number 502876 Inspection date 14/03/2011 Inspector Sharon Greener

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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 2001. She lives with her husband and two children, aged seven and 11 years. They live in the residential area of Fulwell, in Sunderland, Tyne and Wear. The whole of the ground floor of the childminder's house is used for childminding. There is an enclosed yard for outdoor play. The childminder is registered on the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children aged under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding three children in this age group. There are eight children on roll aged five to over eight years. The childminder cares for children weekdays from 7.30am to 6pm, for 48 weeks of the year. Links are made with others delivering the Early Years Foundation Stage.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children and parents are welcomed most warmly into an inclusive environment where they are valued as individuals. The childminder works extremely well with parents and recognises the importance of working with others to support children's learning and development. Children have access to a wide variety of resources and they make excellent progress. The childminder evaluates her practice most effectively and identifies areas for further development to support continuous improvement. The required documentation and record keeping systems are in place and are particularly well organised.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 exploring how the procedure regarding supporting children who speak English as an additional language may be included in the information provided for parents.

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the early years provision

Parent's access to the safeguarding children from harm policy ensures that they are very well informed of the procedure. The childminder has completed safeguarding training and has a very clear understanding of her responsibilities. Annual risk assessment are completed and documented to help minimise or remove risks. The childminder is most vigilant about safety matters, security is very well maintained and children extremely closely supervised. She has an excellent knowledge of relevant polices such as, the action to take regarding the management of a complaint. She evaluates her practice very efficiently and is able This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to identify and task areas for further development to promote continuous improvement. The recommendations for the previous inspection have been met. The childminder holds a CACHE Level 3 certificate in Home Based Childcare and an

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the early years provision

NNEB qualification. She is extremely active in seeking out relevant training to enhance her practice.

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the early years provision

Very effective use is made of space. Children move freely and have easy access to a broad range of resources and activities. They are able to make choices about their play. This promotes their decision making and independence. Children are able to develop an exceedingly good awareness of equality and diversity and a very good selection of resources and activities are provided to aid this process. For example, a very young child's ability to identify the national dress of Scotland as a kilt. The child comments that the Scottish man is playing a musical instrument. The childminder makes exceedingly good use of the opportunity to explain about bagpipes. Children learn how to say 'Happy New Year' in Chinese and to write simple Chinese words and are presently researching Punjabi. The childminder presents as a positive role model and explains differences simply to children, helping them to acknowledge them positively. She works exceptionally well with

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the early years provision

parents and understands fully the importance of liaising with others to ensure children receive the help and support they require. The procedure regarding supporting children who speak English as an additional language is not included in the literature shared with parents. However, the childminder has a clear understanding of positive strategies for use to support children with such needs. Very positive links are forged with others delivering the Early Years Foundation Stage. She has strong relationships with early years practitioners at the local nurseries which children attend. They regularly meet to share relevant information and to discuss how they can work together to support childre's learning. Documentation regarding individual children's learning and identified goals is exchanged. This process along with her own ongoing observations of individual children enables her to build an exceedingly sound understanding of children's

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the early years provision

needs. Planning is most effective and promotes children's continuity of learning exceptionally well.

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the early years provision

Relationships with parents are extremely good. They are very well informed of pertinent information and induction procedures are very effective and ensure that very detailed information regarding children's need and initial capabilities is obtained. This allows the childminder to build a comprehensive understanding of each child's starting points. Children's introduction into her care is very gradual and managed sensitively. Children settle extremely well. Parents keep the childminder informed of pertinent information that may impact upon the care of their children. This enables her to continue to meet children's evolving needs most effectively. Communication with parents is exceptionally good and includes regular verbal feedback, telephone calls, text messages and parent's access to their children's records. The childminder ensures that parents are kept particularly well informed of their children's progress and development which allows them to support their

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the early years provision

children's learning. For example, a very young child's current interest in fire engines and trains. Feed back from parents is most complimentary. For instance, one parent states 'my childminder relates to children as individuals', another states 'there is a wide variety of activities and the service is excellent'. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder supports children's learning and development exceedingly well. She has an extremely good understanding of the Early Years Foundation Stage which she uses to underpin her practice and children make excellent progress. Systems to monitor individual children's learning are highly effective and enable the childminder to assess each child's capabilities. Information is clearly and consistently recorded and allows the childminder to identify most effectively the next step to take to help each child progress. A very broad range of stimulating activities and learning experiences are provided. Exceedingly efficient use is made of discussion and questions to promote and reinforce children's learning. Particularly high priority is given to promoting children's personal, social and emotional, language and literacy and mathematical development. For instance, exceptionally warm, close relationships are evident between the childminder and

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and outcomes for children

children. They are very contented in her company and interact most readily with her. Children show concern for others in the way that they willingly share toys, take turns and interact co-operatively. For example, during imaginative play young children thoroughly enjoy working together to create a train from child size chairs. Children are very inquisitive and ask questions and initiate conversation very confidently. The childminder actively encourages them to talk about what they are doing, to recall past events and to use descriptive language. For example, a young child explains that you must hand wash before eating or germs will get in your mouth and make you poorly. Children are able to develop an extremely good understanding of simple mathematical concepts. This is shown in a very young child's ability to complete a shape and colour matching puzzle unaided. Children have ample opportunities to solve simple problems. For example, a young child is

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and outcomes for children

able to sort and grade a selection of play food into large, medium and small items and put them into bowls of appropriate sizes. Children thoroughly enjoy playing games where they name shapes, colours and letters. For instance, they confidently point to letters that make up their first names on a computer keyboard and the number representing their ages. Children's abilities are praised most enthusiastically and this nurtures their self esteem.

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and outcomes for children

Children are actively encouraged to adopt a healthy diet and an active lifestyle. Their dietary and medical needs are discussed in great detail with parents and recorded. Healthy eating is most effectively promoted. A wide variety of nutritious meals and snacks are provided and fresh drinking water is readily available. Children go for walks each day and regularly visit local parks, soft play facilities and go bowling. An exceptionally good range of resources is available to enable children to test and refine their physical skills. Indoor activities include dancing, playing ring games and action rhymes. They go on frequent outings to the library, museums, a boating marina, children's farms and a sealife centre. This provides children with extensive opportunities to socialise with others and to develop and extend their understanding of the local community and the wider and natural world. Calm, consistent use is made of behaviour management strategies. For

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and outcomes for children

example, distraction tactics with very young children and simple explanations and gentle reminders of the ground rules with older children. Children respond positively and are extremely well behaved and well mannered. They are able to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learn how to keep themselves safe through the excellent use of activities and discussion. For example, a young child is able to recite the procedure for contacting the fire brigade and to explain that you must not go into the house until the fire officer says it is safe. Hygiene standards are high. Very efficient use is made of familiar routines to encourage children to adopt and maintain good hygiene practices. Relevant policies and procedures such as, the care of a sick child, accident management and the administration of medication are most effectively implemented. This helps to promote and preserve children's welfare.

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and outcomes for 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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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 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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