Childminder in Sunderland

Inspection date

Previous inspection date 24/10/2012 12/01/2011

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early years provision

This inspection: 2 Previous inspection: 3 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

 Thorough risk assessments are carried out which include a daily check of the well organised premises to ensure that possible hazards are minimised effectively for children.  Through effective settling in procedures the childminder has formed good relationships with the children, and children have formed strong attachments to the childminder. This results in children that are happy, and feel safe and secure in the setting.  The childminder has a good understanding of how young children learn and provides a wide range of opportunities to promote children's learning through play, discussions and attendance at community group activities.  Good relationships exist with parents and there are effective ways of seeking their views about their children's care and the sharing of ideas and activities to promote children's learning.

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It is not yet outstanding because

 Though the childminder discusses some areas for future improvement she has not effectively identified how they will be achieved.  The childminder has a well-developed understanding of children's development however she does not continually link in the next step of their development with any Early Years Foundation Stage guidance to identify whether a child is showing typical development for their age.

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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 spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector observed children's activities and the areas of the home that they have access to.

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Inspection activities

 The inspector looked at children's development diaries, a selection of written policies and children's records.

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Inspection activities

 The inspector took account of the views of parents that were left in written format for the inspection.

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Information about the setting

The childminder was registered in 1999. She lives with her husband and two adult children in Sunderland. The living room and dining room on the ground floor and upstairs bathroom of the childminder's home are 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.

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Information about the setting

There are currently two children attending who are within the Early Years Foundation Stage. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She is a member of the National Childminding Association and is a member of the Sunderland National Childminding Association approved children come first childminding network.

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

 consider the individual stages of development of each child when planning activities, for example by referring to guidance. For example, Development Matters in the Early Years Foundation Stage

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

 develop further procedures to promote reflective practice and self-evaluation, by identifying how priorities for development will be achieved to improve outcomes for children.

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who attend

Children's learning and development is supported very effectively. The childminder has robust procedures in place to find out about their needs before they start. She skilfully plans purposeful play based on each child's individual interests. This helps to build children's confidence as they are learning. She joins in with children's play where she guides them appropriately, for example asking questions about what and why they are doing things. The childminder responds to information that she receives from them about what they have been doing at home and incorporates it into her planning to follow on the experience.

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who attend

The childminder carries out regular observations of children's activities which she records in a diary. These are attractively supported by photographs as evidence of what children are achieving. She links the observations into the areas of learning and development and notes the possible next step for the child. However, the next step is not based on a referral to any Early Years guidance on children's development to show if a child is showing typical development for their age. 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 has an understanding of how she would help them to learn and develop while making sure they are fully included. She demonstrates that she is familiar with liaising with parents and helping them to gain appropriate support should she have any concerns.

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who attend

The childminder provides a well-resourced, effectively organised and stimulating learning environment. This enables children to make safe and independent choices in their play. Activities are open ended which allows the children to choose what they would like to do with a particular resource and to express their own ideas. The childminder joins in with their play where she observes and supports the child. This results in children that are happy and settled in the care of the childminder. They spend concentrated effort on their activities. For example, they play with a doctor's set and pretend that it is a vet's as they say what is wrong with the different stuffed dogs. They hold a conversation with the childminder telling her the dogs have a poorly tummy or a sore ear. They try various ways to complete their self-appointed task, such as putting on a bandage on the sore area. They receive praise for their efforts from the childminder which helps to develop their self-

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who attend

esteem. Singing is a familiar part of their routine which helps children to become familiar with sounds, songs and rhymes. They enjoy singing and are able to recite 'It's raining, it's pouring' all by themselves.

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

New children are helped to settle into the care of the childminder through sensitive settling in visits. They visit with their parents to start with and gradually increase the visits so that they are left by the parent. This helps them to have a smooth transition from home to her care. They soon form a close bond with the childminder and feel secure in her care. The childminder finds out about their needs through discussion with the parent which helps her to plan effectively. The childminder demonstrates acceptable behaviour and practice. Children receive lots of praise for their efforts and appropriate strategies are used if behaviour is unacceptable such as talking to the child about the reasons why. They develop an understanding and cooperate with some boundaries and routines. For example, they help to tidy the toys away when asked.

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

The childminder promotes children's health well. She provides healthy and nutritious snacks. Children have their own drinks bottle readily available so that they can access a drink when they want. They develop an understanding of different foods and where they come from. They talk about different fruits during their play saying they like apples. Trips are planned to the supermarket where children will choose and buy a pumpkin. This will be supported by a digital video recording about a square pumpkin. The childminder encourages children to manage their own physical needs. She gives timely reminders about using the toilet and wiping their nose and chats to them about what they do when they clean their teeth.

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

The learning environment is organised very well to enable children to explore and play freely. Resources are available in the dining room in storage boxes so that children can help themselves. The childminder frequently rotates them to ensure that they remain stimulating and interesting for children. Frequent outings and use of the back garden help children to move freely and with pleasure and confidence in a range of ways. For example, they visit playgroup, toddlers, the park and go to the swimming baths. When the weather is nice the doors are left open into the back garden so that children can choose to play in or outdoors. Visits to local museums and use of public transport help children to comment and ask questions about aspects of their familiar world. Children recall that they have seen fishes and dinosaurs at different museums and that they have been for a ride on the metro train.

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provision

Written policies and procedures are in place and followed by the childminder to ensure children's welfare is effectively safeguarded and promoted. 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. Written risk assessments are completed for the home, outdoors and any outings children take part in and the childminder does a daily visual check to ensure that any hazards are minimised. The use of visible vests on outings helps the childminder to easily keep track of the children. The childminder tests her smoke detectors regularly and practises evacuation procedures with children so that they know what to do should the situation arise. Along with timely reminders about tripping hazards this helps

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provision

children learn how to keep themselves safe.

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provision

The childminder has continually updated her knowledge of good quality childcare through attending training courses. For example, she has attended courses on Autism, food policy and the new Early Years Foundation Stage framework. The childminder discusses future plans to develop her provision such as developing her computer skills so that she can do on-line training courses, in particular she has identified training in special educational needs and or/disabilities to prepare her to care for children with different needs. However, she has not identified how and or when she will achieve this. The action raised at the last inspection has been completed and the recommendation regarding self-evaluation has been carried forward at this inspection.

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provision

Partnerships with parents are well established. The childminder keeps them informed about what children are doing each day through discussion. Parents have access to their child's development diary and are encouraged to add their own comments. Parents state that they value the relationship that they have with her. That she is friendly and always willing to listen to any concerns and to offer advice if needed. The childminder understands the importance of working in partnership with other early years settings involved in children's care and learning. She has established communication with the school that children attend where they share information about what they have done with the child. This promotes continuity in their care, learning and development.

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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 305499 Local authority Sunderland Inspection number 818748 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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