Marnock, Nicola

Inspection date

Previous inspection date 15/10/2012 13/08/2009

p.1

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

p.1

This provision is good

 The childminder and her assistant have close and caring relationships with the children, and through effective transitional arrangements between the home and setting, children form strong attachments to them. This means children are happy, and feel safe and secure in the setting.  The childminder demonstrates a good understanding of their responsibilities with regard to the learning and development, welfare and safeguarding requirements. Consequently, children are cared for in an environment that promotes their learning safety and well-being.  Effective use is made of observation and assessment, which the childminder skilfully uses to plan the next steps in children's learning and development.

p.1

It is not yet outstanding because

 There are some missed opportunities for children to develop their independence, for example, whilst preparing snacks.  Some materials and resources are not duplicated to reduce conflict between younger children.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the child minders home.

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the visit and observed their practices with children.

p.2

Inspection activities

 The inspector looked at children's learning journeys, planning documentation, and a selection of policies and children's records.

p.2

Inspection activities

 The inspector also took account of the views of parents, through observation of documents.

p.2

Information about the setting

The childminder was registered in 2008 and works alongside her assistant. She lives with her husband and two children in the town of Ashington. The whole of the ground floor of the property is used for childminding. Minded children also have access to the children's bedrooms upstairs as well as the family bathroom. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has four cats.

p.2

Information about the setting

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently seven on roll of which five children are in the early years age range. Children attend on a full and part-time basis. She also offers care to children over five to 11 years. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language.

p.3

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

 provide sufficient equipment to enable children to share so that waiting to take turns does not spoil enjoyment

p.3

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

 develop further children's independence skills by providing them with opportunities to prepare their own snacks.

p.3

who attend

The childminder and her assistant clearly know the children in their care well and the childminder ensures through her planning that children are provided with a wide range of age appropriate activities based on their individual interests. Good levels of support are given to them to ensure they make good progress across all areas of their learning and development. Consequently, children are being well prepared for the next stage in their learning.

p.3

who attend

The childminder successfully builds on children's initiated play to plan for their learning and progression; this fosters children's enthusiasm and eagerness to learn well. For example, children's love of small wheeled vehicles provides them with good opportunities to develop their small motor skills as well as becoming aware of shape and measure. They skilfully handle and manoeuvre the cars as they direct them into small spaces and become engrossed in their chosen activities. However, some learning opportunities are missed with regard to challenging the children's physical and independence skills. For example, children are not encouraged to prepare their own snacks such as cutting and peeling the fruit they enjoy. Children clearly display an interest in colour and number and thoroughly enjoy the adult initiated activities provided for them. For example, they enthusiastically join in a finger painting activity in which the adults engage with them asking purposeful questions to

p.3

who attend

extend their learning and development. For example, the childminder asks them to identify the colours they use and describe how the paint feels to them. Older children confidently respond to her questions which demonstrate they are making good progress in their communication and language skills. Younger children listen carefully to her and hold their hands and pictures up in response to her questioning. They run their fingers through the paint, explore the texture as they squeeze it between their fingers, which not only support their coordination, but also provides them with very good opportunities to practice their mark making skills. Older children show their interest in number as they count the finger prints and skilfully identify which hand print is the largest.

p.4

who attend

The childminder and her assistant are actively involved in children's play throughout which supports children's personal, social and emotional development well. However, some resources are limited and younger children become frustrated as they have not yet developed an understanding of sharing. Through the positive adult interaction and skilful support given children progress comfortably within expected levels for their ages.

p.4

who attend

The partnerships with parents are good and they have access to a broad range of information including well-written policies and procedures. Children's learning journals, informative noticeboards and daily discussions and text messages keep them fully informed of their children's progress.

p.4

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

The childminder is fully aware of her role to ensure the children's welfare requirements are fully met. Strong and positive attachments with children have been developed through her effective settling-in procedures and because she gathers good quality information from parents about children's needs. For example, she requests information from parents at the onset of a placement with regards to children's likes, their individual routines, behaviour, moods and feelings.

p.4

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

The childminder makes good use of praise so that children have confidence and positive self-esteem. For example, children clearly display their pride as the childminder performs a 'high five' exchange with them following their use of the bathroom. By being a good role model and through consistent routines, children learn about appropriate behaviour and the importance of being kind to others and learning to share and take turns. The childminder and her assistant spend plenty of time supporting individual children, and this means children feel special and valued, promoting a positive self-image.

p.4

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

The childminder promotes children's health and self-care well. They are provided with healthy nutritious snacks and meals which they thoroughly enjoy and children are given access to regular drinks. Through regular routines such as hand washing, the children are developing their self-care skills and are learning about good health practices. In addition, through talking them about what is happening next, such as preparing them for sleep, she fosters their personal, social and emotional development because children are involved in their own care routines. The childminder teaches the children to keep themselves safe, and works with them in developing their own understanding. For example, she encourages them to tidy up after themselves to ensure safe clear floor space. The childminder has implemented ongoing risk assessments of her home and resources to ensure accidents are minimised. Fire evacuation procedures are displayed, discussed and practiced to enhance

p.4

provision

The childminder has a good understanding of her responsibilities for meeting the safeguarding, welfare, learning and development requirements. Her regard to promoting a safe environment is good. She implements effective risk assessments, policies and procedures so that she keeps children safe. Through having a good knowledge of child protection issues, such as the signs of abuse and neglect, she effectively protects children from harm. This includes having a secure understanding of what she must do if she has any concerns, such as knowing which agencies she must report these concerns to.

p.5

provision

The childminder demonstrates a good understanding of the Early Years Foundation Stage and knows the children in her care well. She bases her planning predominantly on children's interests. Good levels of support are provided to ensure children have opportunities to make steady progress in their learning and development, taking into account their starting points. Children's learning journeys are used well to show the progress children make across the seven areas of learning.

p.5

provision

The childminder demonstrates a good understanding that clear goals and targets will continue to improve the service she provides and welcomes any training that will improve her practice and skills further. She works closely with Local Authority development workers to support her in making and identifying improvements to her provision and the documents she keeps, to improve the overall outcomes for children.

p.5

provision

The childminder works well with parents and her relationships with them are good. Through sending home children's learning journeys weekly, she provides information on what children can do, their next steps in learning and what activities can be done to support their progression. In addition, daily discussions, text messages and an informative notice board ensure they are kept fully informed with regard to the care their children receive. This contributes to effectively meeting children's individual needs. Comments from parents are positive about the care children receive. They say that the childminder provides a varied and stimulating environment in which their children are given good opportunities to socialize. They state that they are kept well informed of children's progress through the use of the learning journals and discussion and that the childminder and her assistant have built up a good rapport with their children. Links with other

p.5

provision

providers are good and the childminder confidently discusses the necessity of sharing relevant information with regard to children's learning and development to ensure children's continued learning.

p.5

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

p.6

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.

p.6

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.

p.6

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.

p.6

Setting details

Unique reference number EY380356 Local authority Northumberland Inspection number 882942 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 7

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.7

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,

p.8

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’.

p.9

Type of provision

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

p.9