Childminder in South Tyneside

Inspection date

Previous inspection date 16/10/2012 06/09/2012

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early years provision

This inspection: 2 Previous inspection: 2 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 2

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This provision is good

 The childminder has a good understanding of how children learn and adopts differing approaches to ensure children's learning builds on what they already know and offers appropriate challenge.  The childminder has established warm and caring relationships with the children so they are happy and secure in her care.  Children are provided with good opportunities to develop their independence choice and decision making through the good storage of toys and resources.  The childminder establishes good communication and partnership working with parents through discussion and through sharing children's achievements from both settings.

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It is not yet outstanding because

 Details held within attendance records are not consistently recorded.  Partnership with others delivering the Early Years Foundation Stage is not fully promoted.

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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 had a tour of the premises and observed activities in the playroom.

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Inspection activities

 The inspector spoke with the childminder and her co-minder at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's progress records, planning documents and a selection of records.

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Information about the setting

The childminder was registered in 2010. She lives with her husband who is also a registered childminder and their children aged nine, seven and four years. They live in the residential area of Jarrow in South Tyneside. The whole of the ground floor of the childminder's home is used for childminding and there is an enclosed garden for outside play. The family has two cats and five dogs, four of whom live outdoors and children do not have any access to.

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Information about the setting

The childminder is registered by Ofsted on the Early Years and the compulsory and voluntary parts of the Childcare Register. She is currently minding six children in the early years age group. She also offers care to children aged over five years. The childminder cares for children Monday to Friday from 7am until 7.30pm, for 48 weeks of the year. She escorts children to and from the local school. She attends toddler groups on a regular basis.

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

 develop further partnerships with others delivering the Early Years Foundation Stage to ensure continuity in children's learning is assured

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

 improve documentation to ensure that children's attendance details are continuously recorded.

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who attend

Children enjoy a wide range of play experiences and make good progress in their learning and development. Their interests are developing well and they are learning how to be independent individuals with a desire to actively learn and achieve. The childminder has a good understanding of the Early Years Foundation Stage that she implements well within her setting. The childminder carries out observations of children's learning and keeps assessment records to indicate the progress they are making. All areas of learning are covered, and children's next steps are identified. The childminder shares her assessments of children's achievements and their next steps with parents and actively encourages them to share their home observation. This sharing of information between the setting and the home helps to ensure that appropriate targets are set for children and that both the childminder and parents know about them and can continue to work together to teach and

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who attend

support their children. The childminder is fully aware of the progress check at age two and is currently developing systems that will enable her complete this when required.

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who attend

The childminder encourages children to make choices and develop independence by having equipment and materials readily available and well organised. She offers support at the children's level, interacting well with them, talking with them to improve their communication skills and asking open-ended questions that help them to think critically. For example, she asks the children to think how they could use the triangle shaped block to add to their tower. The children try various ways and then one inventive child decides to lay it flat enabling them to continue to build their tower. Children access a wide range of books independently and enjoy looking through them with the childminder. She uses this self-initiated play to further extend children's learning in ways which are appropriate to their individual stage of development. This is achieved through her knowledge of each child which means she is able to pitch questions appropriately. For example, for the

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who attend

younger children she asks them to point to objects in the book, while for the older children she asks them to count the objects. The different approaches means that she is effectively building on what children already know and ensures that they are appropriately challenged in their learning.

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who attend

The childminder makes effective use of unexpected opportunities for children's learning that arise from everyday events and routines. For example, during their walks the childminder uses road signs to develop children's understanding of colour and shape and encourages children to count as they climb and descend stairs. The childminder provides children with good opportunities to develop skills they need for future life. For example, they develop effective problem solving skills as they repeat what they observe and work out which button to press to make sounds and turn mechanical toys on. Children learn about the world and how to care for living things. For example, observe and wait for the quail eggs to hatch in the incubator, and begin to understand the progression of life as they release the chicks into a friend's allotment garden.

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

The playroom is well resourced with good quality toys and activities. Bright posters, children's artwork, information and child height storage create a bright and welcoming and child-orientated environment which effectively fosters children's sense of belonging. At the beginning of the placement the childminder gathers relevant information from parents to establish children's starting points and uses this well to plan for each child's individual learning and development. The childminder and her co-minder are attentive towards children, carefully ensuring that they all receive one-to-one attention and good support. As a result, children are happy, content and secure.

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

The support provided by the childminder and co-minder give children a good sense of how to be safe. For example, when using the garden toys they know the areas that are off limits and learn to keep themselves safe whilst out and about as they follow road safety rules and discuss how to stay safe when crossing the road. Alongside all fire safety equipment there are effective procedures for evacuations of the home in an emergency. These are practised with the children on a regular basis to ensure that the procedures work in practice and to help children know what to do in an emergency. Children's health is promoted well. They are learning good personal hygiene practices through consistent routines, explanations and role modelling. Daily use of the outdoor play space and use of local parks means that children benefit from regular fresh air and exercise. This aids their enjoyment and play experiences. Children behave well because they are constantly busy

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

and enjoying their play. They receive lots meaningful praise and encouragement for their achievements, which encourages their self-esteem and confidence.

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provision

The childminder demonstrates a good understanding of safeguarding children. She is able to confidently identify possible issues and the procedures to follow in the event of a concern with regard to children's welfare. All household members are suitably vetted and the childminder keeps a record of visitors to monitor who has access to the children. The childminder completes robust risk assessments of the home, garden and outings which ensure children are kept safe. The childminder and her co-minder have established effective policies and procedures to support the safe and efficient management of the service provided. These are shared with parents providing them with an insight into the childminder's role and responsibilities. All required documentation is in place and generally well maintained. However, on one occasion the attendance records do not show the departure times of two children. Although this does not have a detrimental impact on

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provision

children this oversight means that a totally accurate picture of children's hours of attendance is not consistently maintained.

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provision

The childminder promotes equality and diversity well. She provides an inclusive environment by welcoming all and by obtaining sufficient information from parents to meet children's backgrounds and needs appropriately. Partnerships with parents and carers are well established. The childminder regularly talks to parents about how their children have been while in her care and the activities they have taken part in. This combined with ready access to their children's developmental files means that they are kept well informed of their children progress and well-being. The childminder cares for a number of children who also attend other early years settings. However, the steps taken to develop effective links to ensure a two-way flow of information about children's learning and development are not fully established. This means that continuity in children's learning is not maximised fully.

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provision

The childminder and her co-minder have completed an evaluation of their service and through this recognise the strengths and areas for improvement. For example, there are plans to develop a section of the garden which will provide the children with an area to plant and grow plants and vegetables further promoting their awareness of the world. Parents are actively involved in this process of evaluation through the use of questionnaires where they are encouraged to express their views and ideas. The childminder demonstrates her vision for service. Through her plans to employ an assistant they can provide children with additional adult support. The childminder has completed a Level 3 National Vocational Qualification in childcare as well as other shorter training courses which help to develop her skills and practice.

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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 EY406853 Local authority South Tyneside Inspection number 885520 Type of provision Childminder Registration category Childminder Age range of children 0 - 3 Total number of places 6 Number of children on roll 11

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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. 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

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Type of provision

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.

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Type of provision

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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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