Childminder in Sunderland

Inspection date

Previous inspection date 10/10/2012 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder is a good role model for children as she joins in with their play and applies consistent strategies to help children understand acceptable behaviour.  The childminder's practice is based on an understanding of the safeguarding and welfare requirements and a growing understanding of the learning and development requirements.  Warm, caring relationships have been established which ensures that children feel happy, settled and secure in their environment.

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It is not yet good because

 Planning and observations for individual children lack some of the necessary detail to enable the childminder to have a precise understanding of what children can do.  Assessment of children's learning and development is not in place to help the childminder recognise children's progress and understand their needs.  There are missed opportunities during activities to help children understand about why things happen and how things work.  Resources have not been developed that reflect the diverse society in which we live to develop children's understanding.  Information sharing with other early years provisions that children attend are not in place to identify children's needs and help them make progress.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the childminder's home.  The inspector held discussions with the childminder throughout the inspection.

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Inspection activities

 The inspector also took account of the views of parents who left written comments in children's diaries.

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Inspection activities

 The inspector looked at the childminder's self-evaluation, policies and procedures, children's activity diaries and records.

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Information about the setting

The childminder was registered in 2012. She lives with her husband and child aged 10 years in the Downhill area of Sunderland in Tyne and Wear. The whole of the ground floor and the upstairs bathroom is used for childminding. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently two children on roll in the early years age range. She is a member of the National Childminding Association.

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must:

 consider the individual needs, interests, and stages of development of each child when planning activities, for example by referring to the guidance Development Matters in the Early Years Foundation Stage  develop methods to monitor the educational programme to ensure a broad range of experiences to help children progress towards the early learning goals  further develop the educational programme for Knowledge and Understanding of the World by talking about why things happen and how things work

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To further improve the quality of the early years provision the provider should:

 provide opportunities to help children to become aware of, explore and question differences in gender, ethnicity, cultures, religion, language, special educational needs and disability issues

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To further improve the quality of the early years provision the provider should:

 promote effective continuity and progression by sharing relevant learning and development information with other early years provisions that children attend.

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who attend

The childminder has a basic knowledge of the prime and specific areas of learning and provides a range of activities that generally capture children's interest and hold their attention. The childminder describes what her learning intentions are for each child such as developing their understanding of number. Children are enthusiastic when joining in with activities, however she does not link her aims and next steps into any guidance for the Early Years Foundation Stage to give her an accurate understanding of their development. The childminder observes children's play and at the end of each week writes a summary of what they have been involved in and which areas of learning she is going to concentrate on next. Parents take the diary home and can add their own comments. This helps them to continue their child's learning and development at home.

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who attend

Through the effective settling-in procedures children show that they are happy and feel safe in the setting. They express their own interests as they choose what they would like to do such as make a jigsaw. With close support of the childminder they are able to fit the pieces together and feel a sense of achievement when they have finished. A favourite activity is to sing and do movements to familiar rhymes. They ask can they do 'ring a ring a roses' with the childminder who joins in with enthusiasm. They learn new words rapidly as they childminder helps them with the correct pronunciation during their play. Children are excited about making cakes with the childminder. They help to mix the ingredients together and wait with anticipation for them to finish cooking in the oven so that they can eat one. However, there are missed opportunities during the activity for the childminder to develop children's understanding of why things happen and how things work. For

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who attend

example, she does not ask children if the ingredients have changed when they are mixed together and when they come out of the oven or why they are hot. Children have opportunities to develop their physical skills through playing in the garden. For example, they learn how to ride a bike or use a bat and ball. They visit the local park and soft play centre where they access larger climbing equipment to develop their skills. Though no children with special educational needs and or/disabilities or English as an additional language currently attend the childminder demonstrates through discussion that she would make sure they are fully included.

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The contribution of the early years provision to the well-being of children

Children have formed a close attachment to the childminder and use her as a secure base from which to explore the resources independently in the home. The childminder finds out about children's needs such as likes, dislikes and allergies through discussing them with parents before the child starts. Strategies to support children's behaviour are becoming well imbedded. Each child has a reward chart with an aim each week noted down for them to achieve which she agrees with the parent. For example, children have aims such as, to listen to the childminder and to not use a dummy while there. They receive a star each day that they achieve their aim and receive a small treat at the end of the week. When behaviour is unwanted the childminder uses time out and talks to the child about the reasons why to help them understand. A selection of resources are set out each day for children in the kitchen. These are based on each child's interests and help them to

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The contribution of the early years provision to the well-being of children

develop their independence as they make their own choices.

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The contribution of the early years provision to the well-being of children

The childminder promotes children's health. She provides healthy and nutritious snacks and meals. She tries to vary the meals that she offers such as beans on toast or a sandwich. She is aware of children's dietary preferences and dislikes such as not liking fruit and is promoting their interest through planning a visit to pick blackberries. Activities such as this and making cakes help children to understand where foods come from. The children develop self-care skills as the childminder explains to them the importance of washing their hands at appropriate times during the day and they develop an understanding of when they need to visit the toilet and clearly communicate with the childminder to let her know. Children's understanding of a wider world develop as they have outings into the local environment where they observe plants, animals, natural and found objects. However, resources that reflect positive images of the society that we live

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The contribution of the early years provision to the well-being of children

in have not been provided so that children can use them in their play and develop an understanding.

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provision

The childminder maintains records, policies and procedures which are required for the safe and efficient running of her provision to meet the needs of the children. Consequently the required information is in place to underpin the care and welfare of the children. Through discussion she demonstrates a commitment to safeguarding. She can recognise that children might be at risk of harm and knows how to liaise with appropriate agencies should she have a child protection concern. Written risk assessments are completed for the home which identify possible hazards and the appropriate steps to take to eliminate risk and keep children safe and secure.

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provision

The childminder has completed a written self-evaluation of her current practice and identified future planning. However, she has not developed any methods for assessing how children are progressing across all seven areas of learning. This impacts on her being able to correctly identify if there any gaps in children's learning. The childminder has some understanding of the importance of working in partnership with others involved in children's care and learning. She identified a lack of knowledge about possibly caring for children with additional needs and has attended a training course on Autism to develop her understanding. She passes messages on from staff at school to parents, however she has not discussed children's learning with school to promote continuity in their learning and development. Written policies and procedures are shared with parents when their child first starts at the setting to help them understand the procedures to follow. They left

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provision

written comments for the inspection saying that they are happy with the care their children receive, that their children are learning things such as their colours and that they are happy there.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY443436 Local authority Sunderland Inspection number 793981 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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