Childminder in Northumberland

Inspection date

Previous inspection date 17/10/2012 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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children's well-being and care is very well supported. They have built up strong relationships with the childminder, therefore they feel safe and secure.  Children are very animated and excited during their creative activities, the childminder helps them to learn through effective questioning to make them think and respond.  The childminder is enthusiastic and inspires the children by providing practical learning experiences through play. She is pro-active and keen to develop her knowledge and understanding further by attending relevant childcare courses.

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It is not yet good because

 Observations on children are not sufficiently linked to the seven areas of learning within the Early Years Foundation Stage framework and the childminder does not use them to help her track children's learning and development; therefore, children's progress is not rigorously assessed to show if they are on target for their age.  Self-evaluation is not sufficiently focused to identify priorities or show how any improvements will support and enhance children's achievements.

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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 viewed a sample of documentation, including children's learning journeys, planning documents and held discussions with the childminder.

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Inspection activities

 The inspector spoke with children and observed play and learning activities inside the home.

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Information about the setting

The childminder was registered in May 2012. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged nine and three years in a house in Blyth, Northumberland. The whole of the ground floor and the rear garden are used for childminding.

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Information about the setting

The childminder has completed basic training including first aid. She attends a childminder group, library and park on a regular basis. There are currently four children on roll, three of whom are in the early years age group who attend on a part-time basis. She is open all year round from Monday to Friday except for family holidays. There are two pet rabbits on the premises.

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must:

 analyse observations to ensure that children's learning, development and achievements are tracked, for example by using the criteria in Development Matters in the Early Years Foundation Stage, to identify any gaps in the educational provision and in children's progress.

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

 develop the processes for self-evaluation, so that priorities are identified to show how any changes and improvements will enhance children's achievements over time.

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who attend

The childminder provides a suitable mix of adult-led and child-initiated play for the children. She writes up basic planning documents that build on children's interests, the weather or what they have been doing at nursery. Within her planning she covers the resources they need and what the basic learning intention will be; for example, for a baking session she covers simple mathematics, such as measuring and weighing. She also completes some evaluations to show whether the children enjoyed the activity and how it went. She records observations on what the children do and she keeps samples of their art and craft work in their learning journeys to show to parents; however, these are not linked to the seven areas of learning within the Early Years Foundation Stage framework and she does not use them to help her track children's progress.

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who attend

Children eagerly join in with creative activities as they carry out their plans to make 'witches' and 'ghosts.' They discuss excitedly what they will do and what they will need. They are very animated and engage in cooperative play as they draw around each other. The childminder supports them well by asking questions that make them think and respond, which supports their language development very well. For example, when she asks if they can remember what colours they need to make green paint they think hard and recall how they made this at nursery and eventually remember they will need blue and yellow. She asks what they want to be, so that they make decisions and use their imaginations about whether they want to be a ghost or a witch. They choose the correct paint and mix these together successfully and shout excitedly 'it's green.' This supports children's development well in expressive arts and design. Children have plenty of space to

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who attend

use their large muscles as they move around the images on the kitchen floor eagerly covering them with paint. They concentrate well on other art activities, such as folding up paper and cardboard and using tape. They try really hard to draw around each other with thick felt pens with good control. The childminder understands the importance of allowing children the time and space to initiate their own activities. For example, she allows them to pull out paper from the large roll right across the floor from the dining area to the living room so that they can express and carry out their ideas of making a den. Pre-school children work cooperatively to pull most of this out and toddlers join in by walking on it and listening to the noises it makes. All children are happy, animated and excited during their play.

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

Children's good health and self-care are very well promoted. Pre-school children use the bathroom by themselves, change their wet clothes after splodging in puddles, put on aprons ready for painting and wash their hands before eating, which shows that they are very independent. The children get plenty of fresh air and exercise to support their well- being; for example, they play outside regularly on the front cul-de-sac on scooters and balance bikes. They explore the outside environment in all weathers. Children are very settled in the homely environment. They move around freely within the downstairs areas and make independent choices about where to play. Toddlers receive warm, natural cuddles and they have firm attachments to the childminder as they seek her out, follow her and stay close by when they are feeling tired or unsure. They have their comforters close by, which also helps them to feel safe and secure. Older children also fling their

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

arms around the childminder and sit on her knee happily to chat with her or to make their needs known.

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

Children are excitable and lively but the childminder is mindful to monitor their behaviour to prevent any conflicts and encourages children to say sorry and give cuddles if they have upset one another. This helps children to learn right from wrong and to learn about the needs of others. Children are very self-assured and confident. They talk excitedly at lunch time about what they are going to do and make and approach activities enthusiastically, which shows that they are secure and comfortable in the childminder's care. Their art work is prominently displayed, which also gives children a good sense of belonging.

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provision

The childminder is aware of her responsibilities in meeting the requirements of the Early Years Foundation Stage; however, there are some areas, particularity within the learning and development requirements, where she does not have a secure understanding. For example, although she plans interesting and exciting activities based on children's interests and she writes down lovely observations of what children do, she does not use Development Matters for the Early Years Foundation Stage sufficiently. Therefore, there is no clear picture to show if children are on target for their age and stage of development against the seven areas of learning or to help her identify any gaps in the educational provision. She has also not made the links between her observations and planning because the assessment process is not fully in place.

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provision

The childminder enjoys her role and has previous experience of working with children and families. She carries out some self-reflection of her activities with the children and she has embarked on a level 3 childcare qualification to improve her theoretical knowledge on childcare. She recognises some of her strengths; for example, she knows that she is good at keeping children happy and occupied through practical, creative activities, but that she is not so strong in other areas; such as documentation, monitoring children's progress and using the learning and development sections of the Early Years Foundation Stage in practice. Therefore, although she has some idea of what she needs to develop, self- evaluation is not sufficiently focused on identified priorities, to show how improvements will support and enhance children's achievements over time.

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provision

Safeguarding children is sound because the childminder has a suitable understanding of child protection and she has appropriate procedures in place. She has a written policy that she shares with parents and has relevant contact numbers should she need to seek advice; she has done some safeguarding training but has applied for a further course to update her knowledge further. She manages risks in the home well by providing a secure environment and uses some safety equipment appropriately such as toddler seats so that they can sit up at the adult size table safely. She keeps children safe by using gentle reminders; for example, by telling them why they should not jump on the back of the settees. Children have clear boundaries when waking to and from school and nursery and they are allowed some autonomy; for example, they know the landmarks for where they should stop but the childminder is vigilant and depending on children's demeanour would

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provision

ensure that they hold onto the buggy if they are too excitable. The childminder is a member of the National Childminding Association, therefore all her documentation meets requirements to promote the safety and welfare of children further.

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provision

Children make independent choices in their activities and the childminder does not stereotype her toys; they talk about differences as they arise so that children gain a suitable understanding of equality. She has close links with a Sure Start centre and would call on expert, external advice should she need any help if she had concerns over a child's development. She regularly meets up with other childminders at a toddler drop-in group and attends local childminder network meetings, which also points her in the right direction for support. The childminder builds positive partnerships with parents. She offers as many settling in visits as they need and holds discussions with parents to ensure that she provides care in line with their wishes. She finds out any medical or dietary needs as well as what children are interested in to give her a starting point regarding what they enjoy and what they can do. For younger children she ensures that she finds out if they

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provision

have any special comfort items and provides parents with daily written information on their care needs and activities. As some children attend nursery she gains relevant information on what they do there. She attends their 'stay and play' sessions and also follows through activities within her home to provide continuity for children's learning.

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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 EY443532 Local authority Northumberland Inspection number 793733 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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