Childminder in Sunderland

Inspection date

Previous inspection date 19/10/2012 Not Applicable

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early years provision

This inspection: 2 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 2

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This provision is good

 The childminder has a good understanding of how to support children's development in the three prime areas. As a result, children are making good progress in their learning.  The childminder has organised her home well to create an inviting learning environment that encourages children's independent choices.  The childminder has effective systems in place that enable her to share information with parents about their children's progress and promote continued learning at home.  Children benefit from the warm and nurturing relationship with the childminder this enables them to feel happy, safe and secure.

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It is not yet outstanding because

 Resources for developing children's desire to collect and gather objects are limited.

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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 lounge.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's progress records, planning documents, the childminder's self-evaluation form, parents written feedback and a selection of records.  The inspector also took account of the views of a parent spoken to on the day.

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Information about the setting

The childminder was registered in 2012. She lives with her two children aged 12 months and nine-years-old, in Washington, Tyne and Wear. The whole of the ground floor is used for childminding as well as the upstairs bathroom and back bedroom. Children use the rear garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently caring for one child in the early years age group. The childminder also offers care to children aged over five years. She takes and collects children from the local school and attends the local parent and toddler group. The childminder holds a level 3 childcare qualification.

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

 support young children's interest in collecting and gathering objects by providing them with a wider variety of bags, baskets and containers.

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who attend

Children are making good progress towards the early learning goals. The childminder gathers information from parents to identify children's particular interests and what they know and can do prior to the placement commencing. This allows her to plan effectively for their interests and learning needs and enables her to meet their individual needs straightaway. The childminder carries out sensitive observations of children's learning and keeps assessment records to indicate the progress they are making. Guided by the 'Development Matters in the Early Years Foundation Stage' and through the robust tracking system in place the childminder is able to monitor children's ongoing progress and identify early any gaps in their learning. She also involves parents in this process inviting them to participate in termly assessment meetings and through sharing the children learning journey and end of year summary report. The childminder is aware of the need to

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who attend

complete a two year progress check on some of the children in her care and has systems already in place to complete this.

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who attend

Children are interested in their environment and motivated in their play because of the support and guidance they receive from the childminder. They confidently explore and make independent choices in their play seeking out their favourite toys. Activities and resources reflect all areas of learning and include some interesting options. For instance, children explore baskets filled with natural themed resources. For example, the bathroom basket holds a selection of brushes, sponge, scented soap and liquid, while the holiday basket has postcards from around the world and artefacts from various countries. These resources are used well to generate conversation as well as stimulate the senses and to provide messages about health and safety. The childminder provides children with many good opportunities to become familiar with their local community and attend different groups. This further enhances the range of

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who attend

activities on offer and gives children lots of opportunities to socialise with others. Children's language and communication skills are promoted well as the childminder supports children in their play, reaffirming their sounds with words and engaging and encouraging conversation. The childminder takes account and considers children's current interests carefully trying hard to incorporate them into her plans. However, she describes their current interest in collecting and gathering resources but has not fully considered how she can support their impulse to collect by providing them with a wider range of bags, baskets and other containers. Children are inquisitive in their play and show good levels of interest in their early use of books. For example, they independently select books which they take over to the childminder to share. The childminder introduces children to mathematical language and concepts during everyday activities and through children's

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who attend

play, for example as they sing and clap to counting songs and rhymes.

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

The good interaction and positive, close relationship between the childminder and children ensures that children form secure emotional attachments. This enables children to develop independence and develop the skills needed for future learning. Information is sought from parents when children initially join the setting to ensure that the childminder has a good understanding of the individual children's needs and how to offer appropriate care to them. Gradual settling-in arrangements are implemented to provide a smooth transition for children. The childminder is extremely sensitive to the children's individual needs and works effectively with parents to ensure that continuity of care is achieved. For example, the childminder knows that young children who are not feeling their best may need extra cuddles and longer rests during the day.

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

The well-thought-out presentation of the indoor learning environment and the accessibility of resources enables children to be independent and fosters their curiosity which provides an active part in their learning. Children's behaviour shows they feel safe in the childminder's home. For example, children cuddle into the childminder for comfort and reassurance and enjoy her participation in their play. The childminder uses exciting activities to develop children's awareness of how to keep themselves safe and to promote the role of people in our society. For example, she has invited the local policeman, and nurse to visit so they can introduce themselves and talk about their role. This combined with the visits to the fire station and meeting the local lollypop lady effectively promotes children understanding of how to keep themselves safe.

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provision

The childminder has a good understanding of the areas of learning and how children learn and develop and clearly recognises her role within this. She is well organised, has a clear understanding of safeguarding and knows how to protect the children in her care. She has undertaken training and has a good knowledge of the local child protection procedures if she needed to make a referral. Children's safety is further promoted because the childminder's home is safe and secure and visitors are asked to sign the visitors log book. This combined with the effective risk assessments that are carried out for the home, garden and outings and undertaken with the children ensures risks to children are minimised and children's safety assured.

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provision

The childminder has established close working relationships with parents and carers. Before the placement begins parents complete forms, which detail their child's individual needs. This helps the childminder to get to know the child and means parents' wishes and children's individual needs are well met. The children's contact book informs parents about children's care and the activities they have enjoyed, and also encourages a two-way flow of information. Parents have opportunities to learn about their children's progress by looking at their learning journals and through the in-depth discussion they have with the childminder. Parents are invited to have a review of their child's progress at the end of every term and are also provided with end of year summary reports. This ensures that parents are involved in their children's learning and each child is supported in making progress towards the early learning goals. The childminder is not currently caring for any

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provision

children who attend other early years settings however she fully understand the need to develop effective links to ensure continuity in children's learning.

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provision

The childminder continually reflects on her practice in order to ensure she provides the best play and learning opportunities for individual children. As a result, she has a good awareness of her strengths and areas for development. Parents and children are actively involved in the process of evaluation achieved through questionnaire, written comments and through discussion. The childminder welcomes the advice and guidance from her local development worker as well as the opportunities to share good practice with fellow childminder's.

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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 EY446139 Local authority Sunderland Inspection number 795430 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 5 Number of children on roll 1

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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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