Childminder in Sunderland

Inspection report for early years provision

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Unique reference number EY409619 Inspection date 19/04/2011 Inspector Lindsey Pollock

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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 2010. She lives in Sunderland with her mother and adult-brother. The whole of the ground floor of the childminder's home is used for childcare. There is an enclosed garden for outside play.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children aged under eight years at any one time, of whom no more than three may be in the early years age range. There are currently two children on roll in this age group who attend at various times. She also offers care for older children. The childminder cares for children from Monday to Friday all year round. The childminder holds a current paediatric first aid certificate.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children are settled and happy in the care of the childminder. A range of activities are provided which contribute to their steady progress in learning and development. Systems for observation and assessment are not yet fully established to help identify next steps in children's learning. Positive partnerships with parents are in place. These ensure children are quick to settle with the childminder. As yet the childminder does not use processes such as self-evaluation forms to help her identify areas for development. However, she demonstrates a satisfactory capacity for continuous improvement.

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further?

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

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further?

 develop the use of self-evaluation processes to help identify areas for development  develop systems for making systematic observations and assessments and use these to plan relevant and motivating experiences for each child  practise the emergency evacuation procedures when children are present  provide resources to help children begin to understand and celebrate the similarities and differences in our diverse society.

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the early years provision

The childminder has completed safeguarding training as part of her registration course. She has a sound awareness of the steps to take should she be concerned about a child. Risk assessments for her premises have been conducted and appropriate steps are taken to keep children safe, such as fitting stair gates and socket covers. First aid training has been completed and appropriate This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 documentation is in place to record accidents and administered medication. Checks have been completed on household members to ensure they are suitable to have regular contact with the children.

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the early years provision

The childminder is beginning to reflect on her practice and makes changes to develop and improve the provision. However, as yet she is not using processes such as self-evaluation forms to help her with this and to prioritise areas for development. She is keen to attend further training and also seeks advice and guidance from more experienced childminders. The childminder successfully organises her home to meet children's needs effectively. The children have lots of space to practise their walking skills and move confidently around the room. Toys and books are of good quality and easily accessible to children. However, resources which reflect our diverse society to help children develop positive attitudes towards others are limited. Good use of local facilities provides children with further stimulus and extends their learning experiences.

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the early years provision

Positive, friendly partnerships with parents are in place. The childminder informs them about her childminding practices and encourages a constant two-way flow of information. Children do not attend any other settings, but the childminder is aware of the requirement to establish links with external agencies and other providers to ensure progression and continuity of care and education.

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and outcomes for children

Children are happy in the childminder's care and have built special relationships with her in the short period of time they have been with her. The childminder knows the children well and responds to their needs appropriately. For example, recognising when they are tired and settling them to sleep. The childminder has a sound knowledge of the Early Years Foundation Stage learning and development requirements. She plans a satisfactory range of activities which are based on children's individual needs. As yet, she is not using effective systems for observation and assessment to help her with planning the next steps in children's learning and development. Consequently this does not maximise children's progress towards the early learning goals.

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and outcomes for children

Children are beginning to enjoy the company of their peers when they attend community groups. They also thrive on having the one-to-one attention of the childminder. They have easy access to appropriate toys which stimulate their interest and curiosity. For example, pressing different buttons on the activity centre to see what sound each one of them makes. They learn about their local environment as they are taken to the local parks and community groups. They enjoy books, especially those with 'touch and feel' textures and fabrics which help to develop their sensory awareness. There are opportunities for children to experiment with materials, such as dough and paint, when they attend groups. Children are developing skills that will contribute to their future economic well- being. They are becoming interested in early information and communication technology, such as musical and wind-up toys, as they become independent

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and outcomes for children

learners. They go out regularly in the local area, for example, on walks to shops This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and parks, which helps them gain a sense of the community in which they live.

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and outcomes for children

Children demonstrate they feel safe as they explore their surroundings and enjoy finding out what they can do. They indicate when they want something through gestures and signs and this is responded to appropriately by the childminder. The childminder is clear about the emergency evacuation procedures. However, she has not practised these when the children are present so any potential problems can be identified. High standards of cleanliness are maintained throughout childminding areas, which help prevent the spread of infection. The childminder demonstrates good hygiene routines to children so that as they get older they become aware of the importance of these. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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